Language-Study-Material-for-Ss
2024年教师资格考试初级中学学科知识与教学能力英语试题及答案指导
2024年教师资格考试初级中学英语学科知识与教学能力自测试题及答案指导一、单项选择题（本大题有30小题，每小题2分，共60分）1、The teacher explains the grammar rules in an interesting way to make the students better understand. Which of the following is the most suitable teaching strategy?A. DemonstrationB. DiscussionC. Guided discoveryD. Inquiry-based learning答案：D解析：本题考查教学策略。
根据题干，教师用有趣的方式讲解语法规则，使学生对知识有更好的理解。
这种教学策略是探究式学习（Inquiry-based learning），即通过学生主动探究、发现和解决问题的过程来学习知识。
A项“演示”，B项“讨论”，C项“引导发现”均不符合题意。
因此，正确答案是D。
2、When teaching the new word “environment”,the teacher uses the following sentence to help students memorize the word: “The environment is very beautiful here.” What teaching method does the teacher use here?A. RepetitionB. AssociationC. ContextualizationD. Translation答案：C解析：本题考查教学方法。
根据题干，教师在教授新词”environment”时，用句子”The environment is very beautiful here.”来帮助学生记忆。
student engagement in the language classroom
Student Engagement in the Language ClassroomIntroductionIn the language classroom, ensuring student engagement is crucial for effective learning and language acquisition. When students actively participate and are fully engaged, they are more likely to grasp and retain the language skills being taught. This article aims to explore various strategies and techniques that teachers can employ to enhance student engagement in the language classroom.The Importance of Student EngagementEngaged students are more motivated, attentive, and involved in the learning process. When students feel connected to the material and have the opportunity to engage with it, they are more likely to develop a genuine interest in the subject matter. This not only enhances their language learning experience but also paves the way for higher academic achievement.Strategies to Enhance Student Engagement1. Create a Supportive Learning Environment•Establish a positive classroom atmosphere where students feel safe to express themselves and take risks.•Foster a sense of community and encourage collaborative learning among students.•Personalize the learning experience by showing genuine interest in each student’s progress and individual needs.2. Incorporate Active Learning Strategies•Use interactive activities such as role-plays, debates, and group discussions to engage students in meaningful language use.•Utilize technology tools like educational apps, language learning platforms, and multimedia resources to enhance engagement.•Encourage project-based learning and provide opportunities for students to take ownership of their learning process.3. Use Varied and Authentic Materials•Introduce a variety of authentic materials such as songs, videos, and news articles to expose students to real-life language use.•Incorporate cultural elements and bring in guest speakers to provide a more authentic language learning experience.•Tailor materials to students’ interests and learning styles to boost engagement and motivation.4. Provide Immediate Feedback•Offer timely and constructive feedback to help students gauge their progress and identify areas for improvement.•Implement peer evaluation and self-assessment techniques to encourage students to take an active role in their learningjourney.•Emphasize the growth mindset and highlight the value of learning from mistakes.Benefits of Student Engagement1. Improved Language AcquisitionEngaged students are more likely to actively listen, speak, read, and write in the target language. Regular and meaningful language practice develops fluency and proficiency more effectively.2. Enhanced Motivation and RetentionWhen students are engaged, they are more motivated to participate, learn, and retain the language skills. This intrinsic motivation leads to long-term language learning success.3. Development of Critical Thinking and Communication SkillsEngagement fosters the development of critical thinking and communication abilities. Students actively analyze, interpret, and articulate their thoughts, thereby enhancing their language skills.4. Boosted Classroom Participation and CollaborationEngaged students are more willing to participate in classroom activities, contributing to a dynamic and interactive learning environment. Collaboration among students facilitates peer learning and improves overall language proficiency.ConclusionStudent engagement plays a crucial role in the language classroom. By creating a supportive environment, incorporating active learning strategies, using authentic materials, and providing feedback, teachers can enhance student engagement and lead students towards successful language acquisition. These efforts result in improved motivation, retention, critical thinking, and communication skills, ultimately creating a more effective language learning experience for students.。
人教版go-for-it-教材分析
人教版go-for-it-教材分析生一定的语感和良好的语音、语调基础，养成良好的学习习惯，在运用英语有目的地做事情的过程中形成初步用英语进行简单日常交流的能力。
同时，该教材注重工具性和人文性的结合，注重培养学生的观察、记忆、思维、想象和创造能力，促进学生心智和综合人文素养的发展、个性和潜能的发挥以及自主学习能力的提高；介绍中西方文化，培养学生爱国主义精神，增强世界意识，为学生的进一步学习奠定良好的基础。
The goal of Go for it! is to make language learning motivating and successful through a step-by-step progression that builds confidence and leads to open-ended activities where SS can actively relate learning to their personal lives.Go for it教材强调课程从学生的学习兴趣、生活经验和认识水平出发，倡导体验、实践、参与、合作与交流的学习方式，使语言学习的过程成为学生形成积极的情感态度，主动思维、大胆实践的过程，提高跨文化意识，发展学生的综合语言运用能力。
二、Go for it教材编写的指导思想义务教育阶段英语课程的首要目的是为学生发展综合语言运用能力打基础，为他们继续学习英语和未来职业选择创造有利条件。
该教材以《国家中长期教育改革和发展规划纲要》为指导思想，全面落实《义务教育英语课程标准》（2011年版）提出的基本理念、课程目标和课程内容，结合目前国内外英语教学改革的最新研究成果，体现“以人为本”的科学发展观，以满足人的发展需求为目标，着力培养学生的综合语言运用能力。
理念: 任务型语言教学思路: 按照“话题—功能—结构—任务”相结合的思想, 采用任务型语言教学途径，以话题为主线,任务为主导，辅以功能和结构项目，兼顾交际功能和语言知识结构的学习，以一种循序渐进的生活化的学习程序，引导学生学会运用英语有目的地做事情，有效培养学生综合运用英语的能力。
小学英语全英说课稿Book4Unit5 B_人教四年级下Unit 6 Lesson 6教学设计
小学英语全英说课稿Book4Unit5 B_人教四年级下Unit 6 Lesson6教学设计The Lecture Notes of 《 PEP Primary English 》Book4 Unit5 B Let’s talkLadies and Gentlemen, It’s my great pleasure tobe here sharing my lesson with you.The content of my lesson is《 PEP PrimaryEnglish 》Book4 Unit5 B Let’s talk, asking the price and inquiring the clothes size.First, let me talkabout the teaching material.Part 1 Teaching Material:This lesson is about a shopping topic. By study of this unit, the Ss know how to ask the price in English and how to describe the size and price with simple words and sentences. The sentence patterns of this lesson “ What size?” “How much are they?”and“We’ll take them .”are the key and difficult points of this unit.The study of this lesson will help the Ss with daily communication.Moreover, this lesson completes the transition of the phrase “a pair of… ”to the sentence pattern “A pair of… for …” ,and helps the Ss furtherconsolidate the knowledge of words of clothing appearing in plural form.Therefore, on studying the teaching material and analyzing the regulation of children’s growing of mind,I put forward the teaching objectives according to English syllabus and new lesson standard.1.Perception objective:a)The Ss can hear, read, and use the main sentence patterns “A pair of … for …” “What size?” “How much are they?” “We' ll take them.”b)The Ss can understand and read the conversation of the lesson.2.Ability objective:a)The Ss can use the sentence pattern of inquiring the price, and further develop their language ability of “shopping”;b)The Ss can use the patterns to express their thoughts in the proper scene.3.Emotion objective:a)By completing the task,the Ss increase their interest and set up self-confidence in language study;b)Teach the Ss what is “love” and “ managing money matters”, put the moral education in the language study.Next,the key points of this lesson:First of all, to study and use the sentence patterns “What size?”“How much are they ?”“A pair of … for … .” “We' ll take them.”To improve the Ss’ abilities in “shopping”;Secondly, teach the Ss how to study independently as well as by cooperation.Difficult points:The Ss can use the words and patterns to describe the clothes in the proper scene, and make simple dialogues of shopping.Well, how to achieve the teaching objectives better, to stress the key points and break through the difficult points? The key is how to make use of the proper teaching methods, I’ll talk about my teaching methods below.Part 2 Teaching Methods:According to the modern perception theories and social intercourse teaching theories, I adopt the TSA method and TBLT method in my teaching, namely Total Situational Action and Task-based Language Teaching.The former is a “scene —activity” teaching method .It establishes a real scene and theinteraction between the teacher and the Ss .It emphasizes a dynamic information exchange between the teacher and Ss.The latter offers the Ss an opportunity to complete the tasks in which Ss use language to achieve a specific outcome. The activity reflects real lifeand learners focus on meaning, they are free to useany language they want.At the same time, make use of the modernelectricity teaching equipments and all kinds of teaching means, it can mobilize the Ss’ enthusiasmand creativity in learning English.Part 3 Studying Methods:Let Ss study in a relaxed and agreeable atmosphere. Ss understand the new knowledge in certain degree through the mental process of seeing, hearing, saying, observing, imagining , thinking etc. And make preparation for completing the new study task.After feeling and comprehending the language points, let Ss obtain the knowledge actively by probe study and cooperative study. Thereby, develop the Ss’ abilities of studying and working with the learning language independently.Part 4 Teaching Process:In order to realize the teaching process systematically, properly and efficiently, under the principle of “regard Ss as the corpus, the teacher inspires for predominance”, I divide the teaching process into five steps.Step1 Warm-up.Sing a song: The coat in window.So as to the psychological characteristics of children，singing a song can make Ss feel pleased and satisfied, and can arouse exciting motion. In this step , teacher and the Ss sing in unison and perform the song “The coat in window.” Thus,review the sentence pattern “How much is … ?” And arouse the Ss' performance desire, participation desire,and lead the Ss into a thick English studying atmosphere.Step2 Presentation and practice.1.Design: Look for Cinderella.Broadcast a part of “Cinderella” with the flash, presenting a crystal shoe that Cinderella lose, and establishes a scene of ministers look for the proper size everywhere. Through the role playing, guide the Ss to use the sentence pattern “What size do you wear?” “Size … .”to make the question and answer.This design is a novelty of my lesson,it leads the Ss into the fairy tales. They acquire the language unconsciously and can do communication freely.2.Lead to the shopping topic naturally from the unsuited shoes, and demonstrate the sentence pattern “How much are they?”With a good student to be the assistant, I perform to go shopping, and guide the Ss to make the answer: “They are … .”In this course, Ss can understand the maincontents of this dialogue and get the key points by scene demonstration.3.Game:Guess the price.From buying a pair of shoes for myself to buying a pair for my mom, introduce the sentence pattern “Apair of … for … .”The CAI presents a big cabinet with various shoes, ask the Ss to guess their price, and then display them.It considers that children can keep theirattentions in limited time. The game can avoid the lifelessness and boredom from the pure machinedrills .It creates the conditions of a relaxed and natural atmosphere for children’s drills. Thenachieve the aim of consolidating and deepening the sentence pattern.4.Present the text.a)At this time, John and his mom come to the shoe store.It reappears the relevant conversation by broadcasting the VCD, let Ss know the text contents with a combination of audio and video, words and pictures, which cater to the characteristics ofprimary period to be curious and pursuing interest and freshness.b)After the audio-visual commences, play the tape recorder completely again, let the Ss concentrate on listening, then answer my questions according to the dialogue. e.g.:What size does John wear? How much? Whether buy or not, etc.c)After be familiar with the text, let the Ss try to act out the dialogue.By this step, it achieved the teaching aim of understanding and talking the dialogue of this lesson.Step3 Task time.Task:Mother’s Day.To master the language capability needs certain amount of practice.So,I still adopt the “Task-based”teaching method, which is defined by strong practicality and exact task, so as to make break-through about the difficult points of this lesson.In advance, I shall arrange the classroom to some business locations, such as clothes store, shoes store, fruit store etc. I shall divide the class into groups and play roles, and then give the Ss a certainquantity of specie currency, so that they may choose and b uy the gifts for Mother’s Day.For this step, I shall instruct the Ss to use the words and patterns learnt in the process of completing certain tasks. Meanwhile, they may have mutual improvement in exchanging information during the communicating activities.Most Ss can take their parts in the activities, especially for the Ss who have trouble in English study. In the group activities, they can speak alittle English with ease. With no doubt, this will encourage them to speak English.In fact, it incarnates a kind of demand of human being.Suhuomulinsiji says:“In one’s mind, there is always a kind of deeply rooted demand, that is the hope to feel oneself a finder and explorer. In Ss’ spirits, such demand is specially strong.”This step also leads to the emotion objective of this lesson, that is to have moral education in this step.Step4 Consolidation and extension.Summarize the whole lesson,and arrange the homework.1.Do the correlative exercises in the activity book.Check the mastering of knowledge of this lesson.2.Ask Ss to interview their friends asking the price and size of their clothing and make records of the information.This content is an extension of the previous lesson, to meet the needs of increasing communicating demand of some Ss.Step5 Blackboard Design.Show on the CAI.(It’s a ….)Anyway, the teaching of this lesson aims todevelop not only the Ss' language technical abilities, but also the diverse intelligence by integrated teaching methods.As teachers, to make our English classrooms shine with vitality, we are laid with heavy burden, and we still have long way to go.全英教案人教版小学英语四年级下Unit 6 Lesson 6教学设计1. Teaching aims Let the students to master : family, parents, uncle, aunt, baby, come, who, basketball player, people, member, only, puppy, gee, look, young brother, sister, father, mother, driver, doctor, farmer, nurse2. Teaching aids A projector ,a tape recorde, some pictures and photos3. Teaching steps 1)Greetings Say “Hello” to everybody, talk something about the weather and the date.Then sing a song named “ An apple a day makes a doctor away”.2)Revision Do the exercise on page 76. Ask them to do it in groups and make some coments. Do the exercise “Let’s check” listening to the tape. Then check them in pairs. Do the exercise “Let’s find out” to see how many words can they find in the letters. Tell the main idea of the story in English and ask the students to read it by themselves. Ask them to circle the difficult words and expressions. Choose one or 2 students to come to the front to tell others the meaning of the story. Then the teacher correct him/her. Read the exercise “Good to know” and say sth ab outit. 3)Sing a song Learn a new song named “My father is a doctor”by listening to the tape. 4. Homework Let them to remember the new words in this unit and recite the texts in this unit. 5. Teaching notes。
教师资格考试初级中学学科知识与教学能力英语试卷及答案指导
教师资格考试初级中学英语学科知识与教学能力自测试卷及答案指导一、单项选择题（本大题有30小题，每小题2分，共60分）1、Which of the following sentences uses the correct form of the verb given the context?A)She enjoys to read books in her spare time.B)They prefer to not go to the party tonight.C)He likes play video games on weekends.D)We decide to watch a movie this evening.Answer: D) We decide to watch a movie this evening.Explanation: The correct form to use after a verb like ‘decide’, ‘enjoy’, ‘prefer’, or ‘like’ is the base form of the verb without ‘to’. However, in the case of ‘enjoy’, ‘prefer’, and ‘like’, the infinitive form (‘to + verb’) is also commonly used in spoken English but is not grammatically correct in formal written English. Option D is the only sentence that correctly follows this rule.2、Identify the type of sentence:The dog barked loudly, and the cat ran away.A)Simple sentenceB)Compound sentenceC)Complex sentenceD)Compound-complex sentenceAnswer: B) Compound sentenceExplanation: A compound sentence consists of two or more independent clauses joined by a coordinating conjunction (such as ‘and’, ‘but’, ‘or’, etc.). In this example, “The dog barked loudly” and “the cat ran away” are both independent clauses, and they are connected by the conjunction ‘and’. Therefore, it is a compound sentence.3、The following sentence is a good example of which grammatical structure?A. “He has been teaching English for ten years.”B. “I will finish my homework in two hours.”C. “She is running fast because she wants to win the race.”D. “You should have studied harder.”Answer: AExplanation: Option A is the correct answer because it demonstrates the present perfect continuous tense, which is used to describe an action that started in the past and continues to the present. Options B and C use the simple present tense, while option D uses the simple past tense.4、In the following dialogue, which sentence is a request?A. “Where is the library?”B. “I think it’s time for lunch.”C. “Please close the door.”D. “I can’t find my pen.”Answer: CExplanation: Option C is the correct answer because it is an explicit request, using the polite form “please.” Options A and D are questions, while optionB is a statement of opinion.5、Which of the following best describes the use of the Communicative Approach in teaching English?A) Focusing primarily on grammar and vocabulary drills.B) Emphasizing real-life communication and functional language use.C) Concentrating on reading and writing skills only.D) Using translation as the main tool for teaching.Answer: B) Emphasizing real-life communication and functional language use.Explanation: The Communicative Approach focuses on enabling students to communicate effectively in real-life situations using the target language. It encourages the use of the language for authentic purposes rather than concentrating solely on drills or translation methods.6、In the context of teaching English, what is the primary purpose of formative assessment?A) To assign final grades at the end of the term.B) To rank students according to their performance.C) To provide ongoing feedback that can be used to improve teaching and learning.D) To determine which students should be promoted to the next grade level.Answer: C) To provide ongoing feedback that can be used to improve teachingand learning.Explanation: Formative assessment is designed to monitor student learning progress and provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning. Unlike summative assessment, which evaluates student learning at the end of an instructional period, formative assessment occurs during instruction to inform adjustments and support student success.7、The teacher is using a multimedia presentation to teach the students about the solar system. Which of the following statements best describes the use of multimedia in this context?A)It helps the teacher to demonstrate the solar system in a more traditional way, suchas using a globe or maps.B)It allows the students to interact with the information by using touchscreens orinteractive software.C)It reduces the need for textbooks as the students can access all the necessaryinformation online.D)It replaces the teacher’s role by providing automated explanations and quizzes.Answer: BExplanation: The use of multimedia in this context is to enhance student engagement and interactivity with the subject matter. Using touchscreens or interactive software aligns with this purpose, allowing students to interact directly with the content presented in the multimedia presentation. The other options do not align with the interactive and dynamic nature of multimedia ineducational settings.8、In a primary school English class, the teacher wants to develop the students’ reading comprehension skills. W hich of the following activities is most suitable for this purpose?A)Reading a short story aloud and then asking students to retell the story.B)Discussing the vocabulary in the story and asking students to create sentences usingthose words.C)Watching a video related to the story and then writing a summary of the video.D)Completing a worksheet with multiple-choice questions based on the story.Answer: AExplanation: Reading a short story aloud and then asking students to retell the story is an effective way to develop reading comprehension skills. It encourages students to listen actively, understand the narrative, and recall the details. This activity promotes recall, summarization, and comprehension, which are essential components of reading comprehension. The other options focus more on vocabulary, writing, or comprehension through visual media, which may not be as effective in developing reading comprehension skills.9、Which of the following sentences correctly uses the subjunctive mood?A) If I was you, I would take the job.B) If I were you, I would take the job.C) If I am you, I would take the job.D) If I be you, I would take the job.Answer: BExplanation: The correct form is “If I were you,” which uses the subjunctive mood to express a hypothetical situation that is contrary to fact. In this case, the speaker is not actually the listener, making “were” the appropriate choice rather than “was” or “am.”10、Identify the type of sentence that is used in the following example: “Watch out for that step; it’s higher than you might think.”A) ImperativeB) InterrogativeC) ExclamatoryD) DeclarativeAnswer: AExplanation: The sentence “Watch out for that step; it’s higher than you might think.” begins with a command (“Watch out”), making it an imperative sentence. Although the second part could be considered informative, the primary function of the sentence is to give an instruction or command to the listener.11、In the following sentence, which word is used as a demonstrative pronoun?A)ThisB)ThatC)TheseD)ThoseAnswer: A) ThisExplanation: The word “this” is used as a demonstrative pronoun to refer to a person or thing that is near in space or time to the speaker. It is usedhere to point to a specific person or object that is close to the speaker.12、Which of the following phrases is an example of a simile?A)The child was running as fast as a cheetah.B)The room was quiet, as silent as a tomb.C)The sun was shining brightly, as if it were a beacon.D)The book was old, with the pages yellowed like autumn leaves.Answer: B) The room was quiet, as silent as a tomb.Explanation: A simile is a figure of speech that compares two things using “like” or “as.” In option B, the phrase “as silent as a tomb” directly compares the quietness of the room to the silence of a tomb, making it a simile. The other options use phrases that suggest a comparison but do not explicitly use “like” or “as.”13、Which of the following sentences uses the subjunctive mood correctly?A) If I was you, I would take the job.B) If she were me, she would refuse the offer.C) If he be late, we shall start without him.D) If they was here yesterday, they would have met John.Answer: B) If she were me, she would refuse the offer.Explanation: The subjunctive mood is used to express hypothetical or contrary-to-fact conditions. Option B is correct because “were” is the correct form to use for the subjunctive mood in this context. Options A, C, and D use incorrect forms or do not properly apply the subjunctive mood.14、Choose the sentence that correctly employs a reported speech:A) He said, “I am going to the store,” so I went with him.B) She told me that she has seen a UFO.C) They reported that they had finished their homework.D) It was reported that the meeting will be postponed.Answer: C) They reported that they had finished their homework.Explanation: Reported speech (also known as indirect speech) requires the reporting verb (such as report, say, tell) to be followed by a clause that conveys what was originally said. Option C is correct because it uses the past perfect tense “had finished” which show s the action was completed before the time of reporting, fitting correctly into the sequence of events. Options A and B do not correctly change the tense when reporting what was said, and option D incorrectly uses the future tense in reported speech.15、The following sentence is written in active voice. Which of the following is the correct passive voice form of the sentence?A. The book was written by him.B. The book was written by him.C. The book was written by him.D. The book was written by him.Answer: AExplanation: The active voice sentence is “He wrote the book.” To convert it to passive voice, we change the order of the subject and the verb, and use “was” or “were” followed by the past participle of the verb. Therefore, the correctpassive voice f orm is “The book was written by him.”16、Choose the correct word to complete the sentence:The student was________(A) in the library (B) to study (C) for two hours (D).Answer: CExplanation: The correct phrase to complete the sentence is “The student was studying for two hours.” This phrase indicates the action (studying) and the duration (for two hours). The other options do not fit the sentence structure or meaning.17、Which of the following is NOT a characteristic of communicative language teaching (CLT)?A)Focus on meaningful communicationB)Emphasis on accuracy over fluencyC)Use of authentic materialsD)Encouragement of learner autonomyAnswer: B) Emphasis on accuracy over fluencyExplanation: Communicative Language Teaching (CLT) emphasizes the importance of fluency and the ability to communicate meaningfully in real-life situations. While accuracy is still important, CLT places a higher value on the ability to use language in a functional way that allows for effective interaction. The other options (A, C, and D) are indeed characteristics of CLT, as it encourages the use of real, meaningful language, employs authentic materials, and supports learners in becoming more independent and responsible for theirown learning.18、When designing a lesson plan, which of the following would be the most appropriate objective for a teacher who wants to develop students’ listening skills at the intermediate level?A)Students will be able to write a short story based on a given set ofvocabulary words.B)Students will be able to recognize and produce the past tense of regularand irregular verbs.C)Students will be able to understand the main idea and specific detailsof a conversation about daily activities.D)Students will be able to present a 5-minute oral report on their favoritebook.Answer: C) Students will be able to understand the main idea and specific details of a conversation about daily activities.Explanation: For developing listening skills, especially at an intermediate level, it’s crucial to focus on comprehension, including understanding both the main ideas and the specific details within a spoken text. Option A focuses on writing, option B on grammar, and option D on speaking, which are all valuable but not directly related to listening skill development. Therefore, option C is the most suitable objective for a lesson aimed at improving listening skills, as it specifically targets the ability to comprehend spoken language.19.What is the main purpose of using authentic materials in language teaching?A)To provide students with exposure to the target language.B)To help students understand grammar rules.C)To focus on vocabulary building.D)To test students’ proficiency in the target language.Answer: AExplanation: The main purpose of using authentic materials in language teaching is to provide students with exposure to the target language in its natural context, which helps them better understand and acquire the language. While grammar rules, vocabulary building, and proficiency testing are also important aspects of language teaching, they are not the primary reasons for using authentic materials.20.In a reading lesson, the teacher wants to encourage students to predict the content of a text. Which of the following activities would be the most effective?A)Asking students to summarize the main idea of the text.B)Showing a few images related to the text and asking students to guess the topic.C)Reading the text aloud and pausing at certain points to ask students about theirpredictions.D)Having students read the text silently and then discussing their predictions in groups.Answer: BExplanation: Showing a few images related to the text and asking students to guess the topic is the most effective activity for encouraging students to predict the content of a text. This approach engages students visually and helpsthem make predictions based on prior knowledge and context clues. The other options also have their merits but may not be as effective in prompting predictions as the visual cue provided by images.21、Which of the following sentences uses the subjunctive mood to expressa wish contrary to reality?A) If I were a bird, I would fly freely.B) If he studies hard, he will pass the exam.C) She will go to the party if she finishes her homework.D) They will not leave until the meeting ends.Answer: AExplanation: The subjunctive mood is used to express wishes, suggestions, or situations that are hypothetical or contrary to fact. In option A, “If I were a bird,” the past tense form of ‘be’ (were) is used with ‘I’, which is a clear indicator of the subjunctive mood, expressing an impossible condition. Options B, C, and D use the indicative mood to describe factual conditions or future possibilities.22、In the sentence “The teacher as well as the students_______very excited about the upcoming field trip,” which verb form should be used to agree with the subject?A) isB) areC) wasAnswer: AExplanation: When a subject is followed by a phrase such as “as well as,” “along with,” “together with,” or “in addition to,” the verb should agree with the subject preceding these phrases, not with the noun or pronoun following them. In this case, “the teacher” is singular and comes before “as well as the students,” so the correct verb form to use is “is” to maintain subject-verb agreement.23、What is the main purpose of the following sentence in a text for English language learners?“A. To provide background information about the topic.B. To introduce the vocabulary needed for the lesson.C. To offer a direct instruction on the correct usage of a grammar structure.D. To assess the students’ understanding of the previous lesson.”Answer: BExplanation: The main purpose of the sentence in question is to introduce the vocabulary needed for the lesson. This is because the sentence is likely to include key terms or phrases that are crucial for understanding the lesson content. While the other options may be secondary purposes of a text, introducing new vocabulary is often the primary focus in language learning contexts.24、In the context of teaching English as a foreign language, which of the following strategies is most effective for promoting active listening amongA. Providing detailed notes for the students to follow during the lesson.B. Asking students to predict the content of the upcoming lesson based on a title.C. Using pictures and gestures to convey the meaning of new vocabulary without translation.D. Assigning students to read aloud a passage from the textbook and then summarizing the main points.Answer: CExplanation: Using pictures and gestures to convey the meaning of new vocabulary without translation is the most effective strategy for promoting active listening among students. This method encourages students to engage with the language directly, relying on visual and kinesthetic cues to understand new words, rather than passively listening to explanations or reading text. This active engagement enhances comprehension and retention.25.The teacher wants to create a positive learning environment in her classroom. Which of the following activities is most likely to promote this?A. Regularly assigning group work and requiring students to complete individual tasks.B. Strictly enforcing rules with severe consequences for infractions.C. Encouraging students to take risks and share their thoughts freely.D. Conducting all lessons in a strict, formal tone.Answer: CExplanation: Encouraging students to take risks and share their thoughts freely (Option C) is most likely to create a positive learning environment. It fostersa sense of trust, respect, and collaboration among students. The other options either create a rigid atmosphere (Option B and D) or divide the students’ attention between group and individual work (Option A).26.What is the primary purpose of formative assessments in the language classroom?A. To evaluate students’ final performance on a specific subject.B. To provide feedback and guide students’ learning throughout the course.C. To compare students’ performance with that of their peers.D. To identify and correct mistakes made by students before they become ingrained.Answer: BExplanation: The primary purpose of formative assessments (Option B) is to provide feedback and guide students’ learning throughout the course. They help teachers and students monitor progress, identify areas for improvement, and adjust teaching methods accordingly. Options A, C, and D describe different aspects of summative assessments, which are typically used to evaluate students’ final performance.27.Which of the following is NOT an essential component of the English language curriculum for junior high school students?A. Reading comprehensionB. Grammar and vocabularyC. Physical educationD. Writing skillsAnswer: CExplanation: Physical education is not an essential component of the English language curriculum for junior high school students. The English curriculum should focus on developing reading comprehension, grammar and vocabulary, and writing skills.28.In a junior high school English class, the teacher wants to encourage student participation. Which of the following activities would be most effective in achieving this goal?A. Conducting a single-student presentationB. Pair work activities where students discuss a topicC. Group projects with no interaction between studentsD. Having a class discussion with only the teacher asking questionsAnswer: BExplanation: Pair work activities where students discuss a topic would be the most effective in encouraging student participation. This method allows students to interact with each other, share ideas, and develop speaking and listening skills, which are essential for language learning. The other options either limit student interaction or do not promote active participation.29、The following sentence is an example of a(n)_________sentence.A. simpleB. compoundC. complexD. compound-complexAnswer: A. simpleExplanation: A simple sentence has only one independent clause and does not contain any dependent clauses. The sentence “The teacher explained the grammar rules clearly.” consists of one independent clause and does not have any dependent clauses, making it a simple sentence.30、In the sentence “She sang beautifully, and she played the piano perfectly,” the conjunction “and” is used to join two_________sentences.A. simpleB. compoundC. complexD. compound-complexAnswer: B. compoundExplanation: A compound sentence is made up of two or more independent clauses connected by a coordinating conjunction (such as “and,” “but,” “or”) or by a semicolon. In the sentence “She sang beautifully, and she played the piano perfectly,” the conjunction “and” joins two simple sentences, “She sang beautifully” and “She played the piano perfectly.”二、简答题（20分）Question:Explain the importance of vocabulary teaching in the English language classroom. Discuss how teachers can effectively integrate vocabulary learning into their lessons and provide examples of vocabulary activities that can be used in a middle school setting.Answer:Vocabulary teaching plays a crucial role in the English language classroom as it lays the foundation for students to communicate effectively and understand the content of texts. Here are some reasons why vocabulary teaching is important:munication: A rich vocabulary enables students to express their thoughts, ideas, and emotions more accurately and clearly.2.Reading Comprehension: A wide range of vocabulary helps students understand and interpret written texts, including literary and non-literary texts.3.Writing Skills: A good vocabulary allows students to construct more complex and varied sentences, which enhances their writing skills.4.Listening and Speaking: A broad vocabulary aids students in comprehending spoken language and in expressing themselves when speaking.To effectively integrate vocabulary learning into their lessons, teachers can follow these strategies:1.Introduce new vocabulary through context: Present new words in the context of meaningful sentences or stories, allowing students to understand the word in a real-lifesituation.e varied vocabulary teaching techniques: Employ different methods such as word walls, vocabulary games, and word puzzles to keep students engaged and interested in learning new words.3.Encourage active learning: Get students to actively participate in vocabulary learning by using activities like word searches, matching games, and flashcards.4.Practice with diverse activities: Incorporate activities such asrole-plays, debates, and group discussions that require students to use new vocabulary in different contexts.Here are some examples of vocabulary activities that can be used in a middle school setting:1.Vocabulary word wall: Create a word wall with new vocabulary words and use it to reinforce learning during lessons.2.Vocabulary games: Play games such as “Simon Says” or “Guess the Word” that encourage students to use new vocabulary in different sentence structures.3.Word puzzles: Use word puzzles like crosswords or word searches to reinforce vocabulary learning.4.Role-plays: Have students act out scenarios that require them to use new vocabulary words, which helps them understand the meaning and usage of the words in real-life situations.By incorporating these strategies and activities into their lessons, teachers can help students develop a strong vocabulary foundation, which willcontribute to their overall language proficiency and academic success. 三、教学情境分析题（30分）Question: In a middle school English class, the teacher is teaching a unit about “Hobbies and Interests”. The class consists of 25 students, with a mix of different proficiency levels. The teacher has prepared a lesson plan that includes vocabulary practice, a reading passage, and a group discussion. However, the teacher realizes that some students are struggling to keep up with the vocabulary, while others are becoming restless due to the slow pace of the reading passage. The teacher needs to adapt the lesson to cater to the diverse needs of the students. How would you advise the teacher to handle this situation?Answer:1.Start by acknowledging the different proficiency levels in the class and the challenges faced by both groups of students.2.For the students struggling with vocabulary, the teacher could implement the following strategies:e simple language and visuals to explain new vocabulary words.b.Provide a word bank with definitions and examples of each word.c.Allow students to work in pairs or small groups to practice using newvocabulary, which can help them feel more supported.d.Incorporate vocabulary games or activities that are engaging andinteractive, such as “Simon Says” or “Vocabulary Bingo”.3.To address the needs of the students who are restless due to the slow pace of the reading passage, the teacher could try the following:a.Break the reading into smaller sections and provide a summary after eachsection to keep students engaged.b.Allow students to choose between two different reading passages, withvarying difficulty levels, based on their interests and proficiency.e a variety of reading strategies, such as skimming and scanning, tohelp students find the information they need more quickly.d.Incorporate comprehension questions after each section to encourageactive reading and ensure students are following along.4.To engage the whole class and cater to different learning styles, the teacher could incorporate the following activities:e multimedia resources, such as videos or online articles, to accompanythe reading passage and make the material more engaging.b.Conduct a group discussion or debate about the main themes of the readingpassage, allowing students to express their opinions and reinforce their understanding.c.Assign a writing task related to the topic of hobbies and interests,encouraging students to use new vocabulary and express their thoughts ina creative way.By implementing these strategies, the teacher can create a more inclusive and engaging learning environment that meets the diverse needs of the students in the middle school English class.Explanation:This answer provides a step-by-step approach to addressing the challengespresented by the different proficiency levels in the class. By acknowledging the diversity of the students and adapting the lesson plan accordingly, the teacher can create a more effective and inclusive learning experience. The suggested strategies are practical and can be easily implemented in a classroom setting.四、教学设计题（40分）Question:Design a 45-minute lesson plan for a primary school English class, focusing on the topic of “Animals in the Wild.” The lesson should include a warm-up activity, a main activity, and a closing activity. The class consists of 30 students aged 10-12 years old. Assume that the students have basic knowledge of English vocabulary and grammar.Warm-up Activity (10 minutes):1.Greet the students and ask them to share their favorite animal with a partner.2.Have each pair tell the class about their chosen animal, using simple sentences.Main Activity (30 minutes):1.Present New Material:•Introduce the t opic of “Animals in the Wild” using pictures and simple sentences.•Use flashcards to display animals like “lion,” “elephant,” “tiger,”“giraffe,” and “zebra.”。
英汉互译1_wzj
WU Zhijie
English Department Nanjing University of Science and TechnolI. What is translation? II. The Standard and Requirements of Translation III. Three steps of translation IV. literal or free translation V. TEM4(2006)汉译英(Problems & Solutions) VI. Translation Practice (C-E T & E-C T) VII. Assignment
A modern society sees an extensive use of translation on various occasions. If a foreign language is generally accepted as a tool of life, translation then obviously serves as a dynamic means of employing this tool. A proper and skillful translation helps to promote mutual understanding between peoples of different cultural and social backgrounds, whereas a misunderstanding or improper rendering of words or expressions may lead to confusion.
Nida的翻译定义
学术英语课后答案 unit1
学术英语理工教师手册Unit 1 Choosing a TopicI Teaching ObjectivesIn this unit , you will learn how to:1.choose a particular topic for your research2.formulate a research question3.write a working title for your research essay4.enhance your language skills related with reading and listening materials presented in this unit II. Teaching Procedures1.Deciding on a topicTask 1Answers may vary.Task 21 No, because they all seem like a subject rather than a topic, a subject which cannot be addressed even by a whole book, let alone by a1500-wordessay.2Each of them can be broken down into various and more specific aspects. For example, cancer can be classified into breast cancer, lung cancer, liver cancer and so on. Breast cancer can have such specific topics for research as causes for breast cancer, effects of breast cancer and prevention or diagnosis of breast cancer.3 Actually the topics of each field are endless. Take breast cancer for example, we can have the topics like:Why Women Suffer from Breast Cancer More Than Men?A New Way to Find Breast TumorsSome Risks of Getting Breast Cancer in Daily LifeBreast Cancer and Its Direct Biological ImpactBreast Cancer—the Symptoms & DiagnosisBreastfeeding and Breast CancerTask 31 Text 1 illustrates how hackers or unauthorized users use one way or another to get inside a computer, while Text2 describes the various electronic threats a computer may face.2 Both focus on the vulnerability of a computer.3 Text 1 analyzes the ways of computer hackers, while Text 2 describes security problems of a computer.4 Text 1: The way hackers “get inside” a computerText 2: Electronic threats a computer facesYes, I think they are interesting, important, manageable and adequate.Task 41Lecture1:Ten Commandments of Computer EthicsLecture 2:How to Deal with Computer HackersLecture 3:How I Begin to Develop Computer Applications2Answersmay vary.Task 5Answers may vary.2 Formulating a research questionTask 1Text 3Research question 1: How many types of cloud services are there and what are they? Research question 2: What is green computing?Research question 3: What are advantages of the cloud computing?Text 4Research question 1: What is the Web 3.0?Research question 2: What are advantages and disadvantages of the cloud computing? Research question 3: What security benefits can the cloud computing provide?Task 22 Topic2: Threats of Artificial IntelligenceResearch questions:1) What are the threats of artificial intelligence?2) How can human beings control those threats?3) What are the difficulties to control those threats?3 Topic3: The Potentials of NanotechnologyResearch questions:1) What are its potentials in medicine?2) What are its potentials in space exploration?3) What are its potentials in communications?4 Topic4: Global Warming and Its EffectsResearch questions:1) How does it affect the pattern of climates?2) How does it affect economic activities?3) How does it affect human behavior?Task 3Answers may vary.3 Writing a working titleTask 1Answers may vary.Task 21 Lecture 4 is about the security problems of cloud computing, while Lecture 5 is about the definition and nature of cloud computing, hence it is more elementary than Lecture 4.2 The four all focus on cloud computing. Although Lecture 4 and Text 4 address the same topic, the former is less optimistic while the latter has more confidence in the security of cloud computing. Text3 illustrates the various advantages of cloud computing.3 Lecture 4: Cloud Computing SecurityLecture 5: What Is Cloud Computing?Task 3Answers may vary.4 Enhancing your academic languageReading: Text 11.Match the words with their definitions.1g 2a 3e 4b 5c 6d 7j 8f 9h 10i2. Complete the following expressions or sentences by using the target words listed below with the help of the Chinese in brackets. Change the form if necessary.1 symbolic 2distributed 3site 4complex 5identify6fairly 7straightforward 8capability 9target 10attempt11process 12parameter 13interpretation 14technical15range 16exploit 17networking 18involve19 instance 20specification 21accompany 22predictable 23profile3. Read the sentences in the box. Pay attention to the parts in bold.Now complete the paragraph by translating the Chinese in brackets. You may refer to the expressions and the sentence patterns listed above.ranging from（从……到）arise from some misunderstandings（来自于对……误解）leaves a lot of problems unsolved（留下很多问题没有得到解决）opens a path for（打开了通道）requires a different frame of mind（需要有新的思想）4.Translate the following sentences from Text 1 into Chinese.1) 有些人声称黑客是那些超越知识疆界而不造成危害的好人（或即使造成危害，但并非故意而为），而“骇客”才是真正的坏人。
Primary+School+English+Comparative+Level
Forms of comparative senses
Forms of the comparative degree: The comparative degree of an adjective is usually constructed by adding "- er" after it. For example, the comparative level of "happiness" is "happiness".
The basic form and usage of comparative level
Basic form
The test form of the comparative level mainly includes listening, reading, writing, and speaking Each part has multiple tasks, which are designed to test students' language ability in different aspects
VS
Usage
The comparative level is used to evaluate students' English language ability, and can also be used as a reference for students to evaluate their own English ability
高一英语《21世纪中学生英文报 第40期》课件
It is nanofiber.
Hale Waihona Puke 4. How small is a nanometer?
It is one billionth of a meter .
5. What advantages do nanofiber materials have?
It will be lighter, stronger, tougher and also safer than most other materials.
Further discussion
Do you think nanofiber materials will be more widely used in the future?
一样坚韧的材料之中。 despite = in spite of 尽管；虽然；不顾 后接名词、代词、动名词 虽然年事已高，他现在在学驾驶汽车。 Despite his advanced age, he is learning to drive. 虽然有暴风雨，我们依旧准点到达火车站。 We arrived at the station in spite of the storm．
2.Why doesn’t the rubber ball break?
3.Is it because the rubber ball is strong or tough?
4.Is a ceramic plate easy to break? Why?
I. Fast reading
What is the main idea of the passage?
VI. Language study
Third+grade+first+volume+English+lesson+plan
Key and diversity points
Key points Understanding the theme of the story and its historical context
Identifying and analyzing important details and events in the story
Third grade first volume English lesson plan
汇报人：
202X-12-18
• Teaching objectives and requirements
• Teaching content and key and diversity points
• Teaching methods and means
Collaborative learning
This method involves students working together in small groups to solve problems or complete tasks It founders team work and communication skills
Teaching devices
Whiteboard
The whiteboard is a large, wide clean surface that can be used to write or draw information that the whole class can see It is often used to display key points or examples
Language Transfer(二语习得论述题重点)
Language TransferDuring the process of foreign language learning, the influence of mother tongue in foreign language study can not be ignored. Generally speaking, there are positive transfer and negative transfer of mother tongue in foreign language learning. Positive transfer plays a positive role in English learning, while negative transfer just the opposite and cause a lot of troubles. Language transfer mainly shows in the following aspects: Phonemics, vocabulary，grammar，writing etc. We should make best use of the advantages and overcome the disadvantages.Teachers:Teachers should help students find out the commonalities of two languages in the processing of teaching, and make Ss eliminate anxiety to learn English.(Awareness of the Differences and Similarities between Native Language and the Target Language the differences of the two languages are the important point in teaching) Teachers also should view and handle students' mistakes correctly, and don't correct and criticize too much when they make mistakes in order to avoid students not to use target language to express themselves.Pay attention to teaching methods. Having English-Chinese Bilingual Extensive Reading Exercises;Effectively Utilizing Bilingual DictionariesStudents:Have a correct view on language transfer. in stead of regarding negative transfer as barriers in the process of learning English, learners should fully recognize it and realize that it is an essential stage and a learning strategy in the process of English learning. Through contrastive analysis and error analysis one find out the causes of mistakes and make every effort to avoid or minimize negative transfer.Increasing the amount of language input. learners should be given a large amount of foreign language input, read more ,listen more, practice more and recite more，especially the original English material, and learners should be encouraged to communicate with each other in English, only in this way can learners avoid or minimize the influence of negative transfer.Enhance the import of cultural background. In the process of teaching, teachers should use the method of contrastive analysis, and find out the differences and similarities of two languages through the comparison of them, especially the customs and historical background. Enhance the learning of culture background of Britain and America, only in this way can help learners acquire a second language faster and better.The influence and interference of MT is inevitable.What we should do is to understand the root cause, the ways and classifications of MT Transfer and to have a better view of English learning.FossilizationAccording to Krashen there are five reasons for fossilization. Insufficient quantity of the target language input ;Inappropriate quality of the target language input ;The affective filter ;The target language output filter ;The acquisition of deviant forms of the target language. A ccording to many researchers, fossilization can’t be eliminate, but it can be reduced to some degree.Teachers:Formulating Appropriate Teaching Strategies At the initial stage:teachers should let students focus on the language. features of the target language and emphasize its accuracy and fluency. At the advanced stage, learners begin to leam the advanced grammar and complex sentence structure, so teachers should warn students not to use some communicative skills or their learned knowledge to avoid or paraphrase their unfamiliar language.Helping Students formulate appropriate learning strategies Teachers should pay special attention to lead students to adopt the learning strategies which are suitable to the present stage and help students find out learning strategies which are right for them. Teachers should teach students how to leam and use different learning strategies with the change of learning content. Moreover, teachers should examine whether the learning strategies adopted by students are effective and make timely adjustments. Directing Students' Communicative Strategies Teachers should cultivate students' communicative competence and make students adopt active and effective strategies to solve the difficulties in the communication to reduce the IL fossilization. In addition, teachers should increase more effective and correct input and guide students to adopt the correct communicative strategy and grasp the higher language competence, thus the fossilization can't appear early.Arousing Students' Intrinsic Learning MotivationCultivating Students' Cross-culture AwarenessCoping with Students' Errors Correctly(giving effective feedback)Improving Teachers' QualityStudents:Self-consciousness of language fossilizationReducing the negative transfer of mother tongue (Accumulation of declarative and procedural knowledge;Increase of language output ;Exposure to Target language and Target language culture)Increasing the quality and quantity of optimal input.Adoption proper learning strategiesInterlanguageAll in all, teachers should keep in mind that interlanguage is a process which is approaching the target language step by step. During this process students slowly revise the interim systems to accommodate new hypotheses about the target language system. Teachers should pay much attention to the studies of interlanguage so as to treat students’interlanguage fairly and properly, value the training of learning strategies and provide students with more opportunities for comprehensible input and output so that learners’interlanguage could develop rapidly towards the target language.Learning strategies should be taught or trained;Positive attitude towards errors;Input and output should be balanced in class;Make full use of positive transfer.Critical Period HypothesisPutting Emphasis on Pronunciation and Listening; Paying AttentiontoTeaehing Strategies1.在我国,外语学习并非越早越好，英语学习的最佳时期是10岁。
language--learning-strategies
Cognitive strategies –
the learning strategies of identification, grouping, retention, and storage of language material, as well as the language use strategies of retrieval, rehearsal, and comprehension or production of words, phrases, etc.
Language learning strategies
CONTENTS
1
Classifications of Language
2
Learning Strategies
3
Factors Influencing Learning
4
Strategies
Different Definitions of Learning Strategies
using rote memory or mnemonics).
PART The Commons and Differences of
03
the Different Classifications
The commons of the different classifications
Comparing the above three classifications of language learning strategies, we can find that to some degree the attempts to classify language learning strategies reflect the similar categorizations with some differences lying in the respective focus on the similar of every category of strategies and in the different terms for the same category. As can be seen, Oxford and O'Malley & Chamot's taxonomies are more less the same.Oxford’s direct strategies (memory strategies, cognitive strategies and compensation strategies) roughly correspond to the cognitive strategies in O'Malley & Chamot's system. Likewise, in her indirect strategies(metacognitive strategies, affective strategies and social strategies), an overlapping can be with the metacognitive strategies and social /affective strategies in O'Malley & Chamot's taxonomy.
2022年英语课程与教学论期末考试
期末考试《英语课程与教学论》满分100分I. Multiple ChoiceSelect the best answer for each of the questions, and there is only one correct answer to each question.（每题2分，共40分）1. Which expression is wrong about learning students' names? __________A. It shows students that the teacher is interested in them.B. It shows the teacher is responsible.C. The teacher could ask individual students to assist with demonstrations.D. The teacher could ask individual students to assist with equipment in the class.2. Among the following roles, which is not the traditional, fundamental role? __________A. participantB. assessorC. controllerD. organizer3. What kind of questions could be u sed to probe students’ existing knowledge ______.A. two or three open-ended questionsB. a handful of short-answer questionsC. ten to twenty multiple-choice questionsD. A B C4. In applied linguistics, Error Analysis (EA) deals with the study and analysis of the patterns of errors made by______.A. L2 learnersB. native learnersC. foreign learnersD. Chinese learners5. Traditional behaviorists believed that language learning is simply a matter of imitation and ___________formation.A. learningB. habitC. practiceD. knowledge6. Noam Chomsky claims that we are born with a set of rules about language in our heads which he refers to as the ___________.A. Universal GrammarB. Communicative CompetenceC. grammatical competenceD. sociolinguistic competence7. Which one do you think is not the enabling objective________________.A. students will read and understand an airline scheduleB. students will successfully request information about airplane arrivals and departuresC. students will produce questions with when, where, and what timeD. students will produce appropriate polite forms of requesting8. Nowadays, teacher’s roles are not static. They change with the development of the society. With the implementation of the new English curriculum, teachers are expected to put on new roles except________________.A. facilitatorsB. guidesC. researchersD. assessor9. _______ seeks to describe existing patterns in the dataA. Experimental researchB. interviewsC. questionnairesD.Descriptive research10. _______ involves teachers identifying issues and problems relevant to their own classes.A. Literature reviewB. QuestionnaireC. Action researchD. Classroom observation11. The influence of the __________ is being felt in more and more areas and EFL is one of those areas which will be greatly influenced by it due to the fact that the majority it is in English.A.bookB. videoC. tapeD.internet12. Learning to use computers also provides a strong ______ for learning English.A.disobedienceB. loveC. intrinsic motivationD. extrinsic motivation13. Which of the following sentences perform the function “invitation”? ___________A. Pass the jam.B. Turn rightat the corner.C. Try the smoked salmon.D. Come roundon Sunday.14. ___________is often described as the music of speech-----the way the voice goes up and down as we speak.A. pitchB. intonationC. rhythmD. stress15. To make sure that the other speaker is paying attention to what you are saying, you need to make what you say sound more interesting. In the following expressions, which one can make one’s saying sound more interesting?________A. Did you hear what I said?B. What do you think?C. You’ll never believe this, but…D. What do you mean?16. Among the differences between spoken and written English, which one is the most striking difference?_________A. range of expressive possibilitiesB. feedbackC. need for accuracy17. The change from sentence to discourse is the change from learning language __________ to __________.A.In isolation; in contextsB.In isolation; in discourseC.In dependence; in contextsD.In dependence; in discourse18. __________ are descriptions of the steps a learner must take in order to achieve the objective.A.GoalsB.DifficultiesC.AimsD.Skills19. The term "interlanguage" was first coined by the American linguist, _______.A. Noam ChomskyB. BloomfieldC. B.F. SkinnerD. Larry,Selinker20. What Krashen and Terrell emphasize in their approach is the primacy of _____.A. formB. vocabularyC. meaningD. phoneticsII. Multiple Choice （每题2分，共20分）Select the best answer for each of the questions, and there are more than one correct answer to each question.1. Before asking students questions, which aspects should teacher consider about? __________A. the answer to the questionB. purposes for the questioningC. effective questioningD. levels of questions2. Formative assessment techniques may include________.A. background knowledgeB. probe minute paperC. One-Sentence SummaryD. final achievement tests3. Effective teachers have command of at least three, broad knowledge bases that deal with ___________.A. subject matterB. human development and learningC. pedagogyD. healthy habit4. A typical class might be structured in the manner presented below________________.A. introductionB. inputC. interactionD. evaluationE. integration5. "Qualitative research is______________and______________A. not heuristicB. deductiveC. heuristicD. not deductive6. Research and practice suggest that, appropriately conducted, network-based technology can contribute significantly to learning in the following ways _________A. learning through experiencingB.motivated studentsC. authentic materialsD. interactionE. individualized learningF. global understanding7. Which of the following options are the ways to show the meaning ofa structure visually? ___________ing the things in the classroom that the students can see.ing blackboard drawingC.think of a situation from outside the class, in which structure couldnaturally be usedD.explain the differences between structures8. In the following, which ones are the elements of a good writing assignment?________A. taskB. roleC. audienceD. purposeE. guidance9. Application of the preceding principles would result in more effective application of process-oriented approaches to writing, namely, __________.A.Students would be encouraged to choose their own topicswhenever possible, and assignments would be expanded to allow students' opinions and solutions to play a part.B.Teachers would become interested readers and skilled editors ofstudents' writing, not just evaluators.C.Emphasis would shift from students' knowledge about writing tostrategies and procedures they need to deal with more and more challenging tasks.D.following a natural sequence of thought that helps students learnuseful approaches to the task10. The cognitive language learning activities may include: ________A. Thinking about grammarB. Reading for meaningC. Writing compositionsD. Reading aloudE. Listening for ideasIII. True or FalseDecide whether each of the following statements is True(T) or False(F). （每题1分，共10分）1. A teacher should always be full of vigor, in high spirits in class, even though indisposed or tired he or she may be feeling.2. Teacher can use assign brief in-class writing assignments toassess student’s understanding.3. The behaviorists’ view is that langua ge develops as a result of the complex interplay between the uniquely human characteristics of the child and the environment in which the child develops.4. The discerning teacher with time to spare can move around the material selecting what she wants to use and discarding parts of the units that seem to her to be inappropriate.5. Questionnaire provides in-depth information about a particular research issue or question.6. While students involved in network-based learning seem to enjoy it, only when we are familiar with the services the net offers can we make full use of it.7. Often the vowel in the unstressed syllables is pronounced as /ɜ/or /i:/, they are called reduced vowels.8. The second important factor in writing exercises is that students need to be personally involved in order to make the learning experience of lasting value.9. The general aim of language teaching is to develop students’ communicative competence and language awareness in essentials.10. In a long run, cognitive learning is effective. Learning with thinking improves ability.IV. Answer the questions （每题15分，共30分）1. What are the features of TBL?答：1. Authentic language materialsInductive reasoningNon-linguistic outcomeRealistic situationMotivated students2. What are the principles of language learning and teaching?答：There are four principles of language learning and teaching. First, Shift from product to process, second, Shift from teacher-centeredness to learner-centeredness, third, Shift from explanation to exploration, and fourth, Shift from sentence to discourse.。
新版PEP小学英语课程标准解读
Cultivate students' time management and planning abilities, and arrange their study time reasonably.
Learning Strategy Objectives
Understand the cultural background and traditional customs of English speaking countries, and broaden students' international perspectives.
Basic Concepts of the Course
The new curriculum standards recommended that courses should be designed according to different levels of diversity, allowing teachers to tail or their teaching to the needs of different students
The new current standards also emphasize the importance of evaluating students' progress regularly and providing them with feedback on their performance
The new current standards also stress the importance of students' self-learning ability and resource teachers to provide students with opportunities for independent learning and exploration
基础单词通透学例句手册-ss学英语课程资料
基础单词通透学例句手册-ss学英语课程资料全文共3篇示例，供读者参考篇1Basic Word Fluent Learning Example Sentence Manual-SS English Course MaterialIntroduction:Learning English vocabulary is an essential part of mastering the language. The Basic Word Fluent Learning Example Sentence Manual-SS English Course Material is designed to help English learners strengthen their vocabulary skills through a comprehensive collection of basic words and example sentences. This manual provides learners with the tools they need to expand their vocabulary and improve their English proficiency.Chapter 1: Nouns1. Book: The book is on the table.2. Dog: The dog is barking loudly.3. Cat: The cat is sleeping on the couch.4. Car: He drives a red car.5. Tree: The tree has many colorful leaves. Chapter 2: Verbs1. Run: She likes to run in the park.2. Eat: I am hungry. Let's eat lunch.3. Sleep: After a long day, I like to sleep early.4. Study: He studies English every day.5. Play: They enjoy playing basketball on weekends. Chapter 3: Adjectives1. Beautiful: The flowers in the garden are beautiful.2. Sunny: It is a sunny day today.3. Tall: He is a tall man.4. Delicious: The cake is delicious.5. Happy: She looks very happy in the photo. Chapter 4: Adverbs1. Quickly: The car drove quickly down the street.2. Carefully: She read the instructions carefully.3. Quietly: The baby slept quietly in her crib.4. Happily: They danced happily at the party.5. Slowly: The old man walks slowly.Conclusion:The Basic Word Fluent Learning Example Sentence Manual-SS English Course Material is a valuable resource for English learners at all levels. By mastering these basic words and example sentences, learners can improve their vocabulary and language skills. This manual serves as a foundation for building a strong English language proficiency and prepares learners for more advanced language learning.篇2Basic Word Proficiency Learning Example Sentence Manual-SS English Course MaterialsIntroduction:Welcome to the Basic Word Proficiency Learning Example Sentence Manual for the SS English Course. This manual is designed to help you improve your vocabulary and understanding of English by providing you with a wide range of example sentences for common words. By studying thesesentences regularly, you will not only enhance your vocabulary but also learn how to use the words in context.Unit 1: Family1. Father - My father works as an engineer and is always busy with his projects.2. Mother - My mother is a teacher and she is very good at taking care of us.3. Brother - I have a younger brother who is studying in college.4. Sister - My sister is my best friend and we share everything with each other.Unit 2: Food1. Apple - I like to eat an apple as a snack during the day.2. Bread - My mother bakes homemade bread every weekend.3. Rice - We eat rice with almost every meal in our culture.4. Pasta - I love to cook pasta with tomato sauce for dinner.Unit 3: Animals1. Dog - I have a pet dog named Max who is very friendly and playful.2. Cat - My sister has a pet cat that loves to cuddle with her.3. Elephant - Elephants are one of the largest animals in the world.4. Lion - Lions are known as the kings of the jungle.Unit 4: Colors1. Red - I like to wear a red dress to parties as it makes me feel confident.2. Blue - The sky looks beautiful when it is a clear blue color.3. Green - My favorite color is green as it reminds me of nature.4. Yellow - Sunflowers are yellow in color and look very vibrant.Conclusion:By studying the example sentences provided in this manual, you will be able to improve your vocabulary and become more proficient in English. Remember to practice using these words in your own sentences to deepen your understanding of theirmeanings and usage. Thank you for using the Basic Word Proficiency Learning Example Sentence Manual-SS English Course Materials.篇3Title: Comprehensive Example Handbook for Basic Vocabulary - SS English Course MaterialIntroductionLearning English vocabulary is an essential part of mastering the language. This comprehensive example handbook is designed to aid students in understanding and using basic vocabulary words through various example sentences. In the following sections, you will find a wide range of common English words along with their definitions and example sentences to help you improve your English skills.1. AttractiveDefinition: pleasing to the eye or mindExample Sentences:- The new store design is very attractive and has been attracting many customers.- She has a very attractive smile that lights up the room.2. ConfidentDefinition: feeling or showing assurance and self-relianceExample Sentences:- She is confident that she will do well on the exam because she studied hard.- His confident demeanor impressed the interviewers.3. DeliciousDefinition: highly pleasing to the taste or smellExample Sentences:- The cake she baked is absolutely delicious.- We had a delicious meal at the new restaurant in town.4. FriendlyDefinition: behaving in a kind and pleasant way towards othersExample Sentences:- The receptionist greeted us with a friendly smile.- He is known for being friendly and always willing to help others.5. HappyDefinition: feeling or showing pleasure or contentmentExample Sentences:- She looks so happy in the photograph.- I am happy to hear the good news about your promotion.6. IntelligentDefinition: having the ability to learn and understand things easilyExample Sentences:- She is a very intelligent student and always gets the highest grades.- The scientist made an intelligent guess that turned out to be correct.ConclusionBy using this comprehensive example handbook for basic vocabulary, students can enhance their understanding and usage of English words. Practicing with example sentences will help you become more fluent and confident in using the language.Remember to study and practice regularly to improve your English skills. Good luck!。
英语教学法教程重点EnglishLanguageTeaching
第一章1. Views on language: Structural view, Functional view, interactional view.2. Views on language learning and learning in general: Behaviorist theory, Cognitive theory, Constructivist theory, Socio-constructivist theory.3. Elements that contribute to the qualities of a good English teacher: Ethic devotion, professional qualities, personal styles. ④补充的excellent teachers: flexibility, encouragement, enthusiasm, leading by example, integrity, never stop learning, good communication.4.Excellent teachers: Flexibility, Encouragement, Enthusiasm, Leading by example—e.g. risk taking, Integrity, Never stops learning, Good communication.5. Stage 1 language development ,stage 2 learning from other`s experience learning the received knowledge learning from one`s own experience as a learner. Stage3 professional competence.第二章1.The ultimate goal of ELT: the ultimate of foreign languageteaching is to enable students to use the foreign language in work or life when necessary. Thus we should teach that part of the language that will be used (rather than all part of the language).2Components of communicative competence:Linguistic competence,Pragmatic competence,Discourse competence,Strategic competence,Fluency.3 3 principles of communicative language teaching:communication principle , task principle , meaningfulness principle4 the key assumption in CLT is that students learn the language through engaging in a variety of communicative activities,5 6 criteria for Evaluating how communicative classroom activities are:a. Communicative purpose:b. Communicative desire:c. Content, not form:d. Variety of language:e. No teacher intervention:d. No material control:6 Definition of task: a piece of classroom work which involves learners in comprehending, manipulating, producing or interacting in the target language while their attention in principally focused on meaning rather than form. (Nunan 1989:8)Four components of a task: a purpose ,a context ,a process , a product.7 Four sets of questions when designing tasks:(how to design tasks?)--- What is the objective of the task?--- What is the content of the task?--- How is the task to be carried out?--- In what situation is the task to be carried out?7. 5个设计任务的步骤：a. Think about students’ need, interests, and abilitiesb. Brainstorm possible tasksc. Evaluate the listd. Choose the language itemse. Preparing materials第三章1. Figure 3.1 Framework of objectives in the new National English Curriculum:Learning Strategy: Cognitive, Self-management, Communication, Resourcing Language skills: Listening, Speaking, Reading, WritingLanguage knowledge: Phonetics, Grammar, Vocabulary, Functions, Topics Cultural awareness: Knowledge, Understanding, AwarenessAffect and attitudes: International, Perspectives, Patriotism, Confidence, MotivationQuestions: What is the main aim of English language teaching?What is it composed of?What are the relations among all the components?What are the major characteristics compared with the 1992 Syllabus? The new curriculum is designed to promote the students ‘overall language ability, which is composed of five interrelated components, namely, language skills, language knowledge, affects, learning strategies and cultural understanding. Each component is further divided to a few subcategories as shown in the diagram. Language teaching is no longer aimed only for developing language skills and knowledge, but expanded to developing learners’positive attitude, motivation, confidence as well as strategies for life-long learning along with cross-cultural knowledge, awareness and capabilities.2. LEVEL 2 covers Grade 5 and Grade 6LEVEL 3 to LEVEL 5 are intended for the junior high school phase from Junior 1 to Junior 3(also named Grades 7-9)LEVEL 6 and 7 are required of every senior high school studentLEVEL 7 is requirement for every senior high school leavers语言教学的目标（课程目标）Overall Language Ability ①language knowledge: phonetics, grammar, vocabulary, functions,topics ②language skills: listening, speaking, reading, writing ③learning strategy: cognitive, self management, communication, resourcing ④affect and attitude: inte rnational, perspectives, patriotism, confidence, motivation ⑤cultural awareness: knowledge, understanding, awareness.第4章一、what ‘s a lesson plan :A lesson plan is a framework of a lesson in which teachers make advance decision about what they hope to achieve and how they would like to achieve it. In other words, teachers need to think about the aims to be achieved, materials to be covered, activities to be organized, and techniques and resources to be used in order to achieve the aims of the lesson.2. P52: what can teachers benefit from lesson planning? (para. 2, totally there are 6 ideas)Firstly, a class plan makes the teacher aware of the aims and language contents of the lesson.Secondly, it helps teacher distinguish the various stages of a lesson and see the relationship between them so that the activities of different difficulty levels canbe arranged properly and the lessons can move smoothly from one stage to another.Thirdly, proper lesson planning gives teachers the opportunity to anticipate potential problems that may arise in class so that they can be prepared with some possible solutions or other options for the lesson.Fourthly, good lesson planning gives teachers, especially novice teacher, confidence in class. They know what they are going to do next therefore they can pay more attention to Ss’ reaction and performance in class rather than themselves.Fifthly, when planning the class, the T also becomes aware of the teaching aids that are needed for the lesson.Last but not least, planning is a good practice and a sign of professionalism.3. P53: principles for good lesson planningAimVarietyFlexibilityLearnabilityLinkage4. P54: what does macro planning involve?a. Knowing about the profession: the T should get to know which language areas and language skills should be taught or practiced in the course, what materials and teaching aids are available, and what methods and techniques can be used.b. Knowing about the institution: the T should get to know the institution’s arrangements regarding time, length, frequency of lessons, physical conditions of classrooms, and exam requirement.c. Knowing about the learners: the T should acquire information about the Ss’age range, sex proportion, social background, motivation, attitudes, interests, learning needs and other individual factors.d. Knowing about the curriculum/syllabus: the teacher should be clear about the principles, purposes, requirements and targets specified by the curriculum or syllabus. She/ He should also be aware of the methodological suggestions and assessment requirement for the course.e. Knowing about the textbook: in China, teaching is generally based on a textbook provided to a teacher. Therefore, teachers should not only know the curriculum well but also know the textbook well interms of its philosophy of teaching, organization of learning contents, major topics, recommended teaching methodology, unit components and ways of assessment.f. Knowing about the objectives: the T should get to know what the learners are expected to achieve and able to do after one semester or a year’s learning so that he/she can design suitable activities to meet the objectives.5. P55-60: 8 components of a lesson plan (micro planning) Background informationTeaching aimsLanguage contents and skillsStages and proceduresTeaching aidsEnd of lesson summaryOptional activities and assignmentsAfter lesson reflections6. P59: models for teaching a new structure-based lesson andfor a skill-oriented lesson (see the bold words)Models for teaching a new structure-based基于结构lesson: Presentation, Practice, ProductionModels for teaching a new skill-oriented 导向lesson: Pre-reading, While-reading, Post-reading7. 阅读教学的步骤Pre-reading: 1. Arouse interest and introduce topics. ( lead in)2. Teach key new words/phrases, predict content, etc. ( pre-tasks) While-reading: 1. Focus on overall understanding.2. Focus on detail understanding/teach new words and sentences.Post-reading: Encourage personal response.第五章1. Classroom management is the way teachers organize what goes on in the classroom.It contributes directly to the efficiency of teachingand learning as the most effective activities can be made almost useless if the teacher does not organize them efficiently. As the goal of classroom management is to create an atmosphere conductive to interacting in English in meaningful ways.2. Efficient classroom management can be achieved when the following six conditions are met:a. The teacher plays appropriate roles.b. The teacher provides clear instructions.c. Students are grouped in a way suitable for the learning activities.d. The teacher asks appropriate questions.e. There is discipline as well as harmony in the class.f. The Ss’ errors are treated properly.3. Roles of the teacher:ControllerAssessorOrganizerPrompterParticipantResource-providerTeacher’s new roles(Guides researchers )①controller: control the pace; control time; control the whole class.②assessor: assess the students’ work; correct mistake; organize feedback. ③organiser: design and organize tasks④prompter: give appropriate prompts; ⑤particip ant: join students ⑥resource-provider：instruction materials. ⑦new roles: facilitator; guide; researcher.4. Classroom instructionsGiving directions to tasks or activitiesProviding explanation to a concept or language structureSetting requirementsChecking comprehensionDrawing attentionMotivating learnersGiving feedbackAssigning homework对无纪律课堂的方法measures ①act immediately②stop the class ③rearrange the class④change the activity⑤talk to students after class ⑥create a code of behavior5. Student groupingWhole class workPair workGroup workIndividual study6. Discipline here refers to a code of conduct which binds a teacher and a group of Ss together so that learning can be more effective.7. What contribute to discipline: classroom management, T’s behavior, S’s motivation.8. Questioning in the classroom: Ts use questions to focus Ss’ attention, to invite thinking and imaginations, to check understanding, to stimulate recall of information, to challenge Ss, and to asses learning.课堂问题的建议advice about problems in class①deal with it quietly ②don’t take things personally③don’t use threats有效的课堂指令规那么rules to follow for making instructions effective：①use simple instructions and make them suit the comprehension level of the students. ②use the mother-tongue only when it is necessary. ③give students time to get used to listening to English instructions and help them make an effort to understand them.第7章一．Grammar presentation1. Purpose: Ss perceive明白得the structure—its form and meaning—in both speech and writing, and take it into short-term memory.2. 3 ways used in presentation: the Deductive method演绎法, The Guided discovery method, the Inductive method归纳法.3. P105. Guided discovery method的步骤a. Create a content. （创设一个语境，用简练、明了、易懂的语言从视和听两个方面来。
Foreign+Language+Research+Edition+English+Primary
Essays and argumentative articles explaining ideas and concepts related to the unit theme
Text B
Dialogues and conversations for role playing activities
Don't be afraid to make misses Learn from them and use them as opportunities for improvement
Active learning
Participate actively in class, ask questions, and share your ideas and experiences to deep your understanding of the subject matter
The textbook covers a range of topics and themes, including daily life, school life, family, friends, hobbies, and more It aims to provide students with a comprehensive understanding of English language structure and usage through a variety of engaging activities and exercises
Review and preview
Before each lesson, review the previous lesson and preview the content of the next lesson to help establish a solid foundation for learning
Materialsdevelopmentinlanguageteaching
Book review: Materials Development in Language Teaching By: María del Rocío Domínguez GaonaProfessor at the Language School UABC.Tijuana, B.C.Electronicmail:***********************Tomlinson, B. (Ed) (1998) Materials Development in Language Teaching. United Kingdom: Cambridge University PressThis book is about the development of materials for language teaching. The book is divided in four parts. In each of these parts there are articles written by different authors, some of them are Gwyneth Fox, Jane Willis, Michael McCarthy, Rod Bolitho, el mismo Tomlinson, Andrew Little John, Alan Maley and Julian Edge.Part AAt the beginning of the book, there is an excellent glossary for professionals of language teaching focused on the development of materials. The first part is named “Data collection and materials development”. En this section, there are three interesting articles; the first one is about the use of corpus in the classroom. The author states the possibility to analyze large amounts of language so that a corpus can be built allowing researchers to analyze the way language is being used nowadays. It is through these studies that we can determine the type of language that should be included in the material one is going to design. In this first article, it is exemplified the way a corpus support decision making to design materials works. Teachers are also invited to employ concordancers in the classroom for the students to analyze the way the langue is used. Another article in this section, concentrates on the use c oncordancers without computers in the classroom. The importance of such resources to describe grammar and the lexicon is highlighted. In addition, it provides teachers with guidance to design materials using such technique (concordances). It also shows how to obtain these concordancers. This document tries to demonstrate that there is no need of a sophisticated tool to use this technique. The third article of part A refers to the use of corpus to learn English grammar, especially patterns. The authors suggest the study of grammar based on discourse, specially the spoken language.Part BThe second part, part B, is about the process of materials design. In the first section of this part there is a framework to design materials which includes severalprocesses (steps). The first of these processes is the identification of needs about the materials; the second is the linguistic exploration in a particular area. The third is the contextual realization; this refers to the finding of ideas that are appropriate for the context or for the text books people are used to work with. The forth process is the pedagogical realization of the materials; this is the different options and the actual activities. The last step is the physical production of the materials where different things have to be considered such as: the presentation, the size, the visual aspects, the reproduction and the extension. Other steps which are not directly related to the material design are also included, very important though. They are related to the use and evaluation of the materials. This section is important for all those who design materials because it shows a clear methodological framework to design quality products.The next section in part B is about the commitment that designing materials implies for the world. This article includes information about how to design text books which are produced by publishers with a global vision hoping they can be adapted to diverse situations in the World. In this article, the author suggests to follow some guidelines such as the flexibility of the test, the language, the content, the natural language, the approaches, the emphasis about the revision, the personalized practice of the integration of skills, the balance of the approaches, the development of the student and the professional respect. It is also analyzed the commitment and the role of the publishers, the schools and institutions, the teachers and the students.The last article of this section tells us about the testimonies of the authors of different materials. They talk about the creative process that implies the design of materials and also about the implications of team work, working with publishers, designers, technology and length time to design materials.Part CThe third part of the book is about the process of evaluation of materials. The first article is about piloting materials. It begins with the implications of piloting materials and continues listing the factors that determine what is going to be piloted. It also shows the benefits piloting brings and the way it should be carried out. In the article there are formats that have been used by some publishers to carry out the piloting.Another article is about the analysis of the teaching materials. In this article, the author presents a framework to analyze materials. There are ideas and examples to study the materials and forms to relate the results to our own context. This section is outstanding to know the materials that will be used in an institution or class.The next article in part C is about the evaluation of communicative tasks. Rod Ellis talks about the micro and macro evaluation. First, he makes us reflect on the types of evaluation we must carry out and on different dimensions such as the approach, the purpose, the emphasis, the scope, the evaluators, the time, and the type of information needed to evaluate the materials. He also provides us with a very clear pedagogical explanation of what is a task in language teaching and the stages to implement and evaluate one.The last document in this part is about text books. The author presents an interesting idea of the needs of the different actors of the teaching- learning process, emphasizing those of the teachers. This part C is very useful for the professionals of language teaching who want to be updated in the evaluation of resources.Part DThe forth part of the book, part D, is called “Ideas for materials development”. The first article is about how to help the second language readers visualize. The author presents activities of visualization such as drawings, connection activities, illustrations and mimicry. This type of activities helps students improve their reading comprehension in an unconscious way. The next article by Alan Maley presents a series of proposals to develop materials. The author explains the relationships among, teachers, materials and students. He discusses the factors that intervene in these relationships; for example, he says that some of the factors that can affect the situation regarding the teachers are the level of language and confidence they handle, their previous learning experiences, their personality and their preferred teaching style. Maley also provides us with ideas to adapt materials because he considers this is imperative. Some of these ideas are: omission, division, reduction, extension, modification, reordering and rewriting. In addition, he shows us how to design our own materials with ideas such as projects, drama techniques, cut and paste and to design modules to develop the language skills. This author presentsPrabhu’s classification of materials which consists of two categories, the semi-materials and meta-materials. The first ones refer to isolated activities such as activities for listening comprehension or vocabulary, a selection of visual, oral or written texts. The second type of materials, the meta-materials, are pedagogical procedures where the teacher decides on the content and order. This section is interesting for those who produce materials for their classes and who do not base their teaching on a text book only or who prefer to design their own study kit.The next section of part D presents the development of materials including the teacher development and the autonomy of the students. The authors say that this situation has very much in common because it refers to the selection and distribution of responsibility. Students must develop self-study skills and teachers must improve their skills for their practicum which must be reflexive and responsible. The authors discuss whether the text books support or hinder this students’ autonomy or teachers’ development. They also talk about the beliefs and position that text books bring to the class. They explain that materials are communication mass media that allow the author to dialogue with the receptor. To achieve the expected teachers’ development, text books must provide teachers: with relevant additional materials that can be used when there is enough time, with extra materials for fast students, with enough choices that help them prepare appropriate lessons, and with materials that allow them to revise the contents of the course. To support students’ autonomous learning, text books must provide students with choices. These authors emphasize the idea of providing enough options for teachers to develop and for students to work independently.In the article 14, the author discusses Lozanov’s proposals and methodology called Suggestopedia. He presents an example of the cycle of a lesson and explains how the language and the grammar are taught under this methodology. In the last article of this part of the book, Tomlinson talks about the design of self-access materials. He presents some principles that have to be followed to develop activities of self-access, and describes the characteristics of this type of materials.To conclude, this book shows a wide range of ideas, procedures and guidelines to develop materials that support language learning and teaching. This book is a greatsource for language teachers and for teacher trainers and their trainees when using and designing materials for different educational levels.。
语言教学流派第三版部分流派重点整理
oral and written forms// position in the utterance// formality or informality//grammatical function and meaning step7.Oral intepretation activities
Communicative Language Teaching instrumental//personal// Theory Language: imaginative//regulatory/ Hymes:communicative competence conditions: formal possibility / feasibility / appropriateness / actual /representational//inter v performence actional//heurisitc
Design Objective: five levels of objectives reflecting particular needs Syllabus: a notional syllabus
(objectives/situations/functions/vocabulary and grammar) Activities: Social interactional activities and Functional communicative activities Teacher’s role: facilitator/ independent participant: organizer of the resourses and as a resourse himself/guide /researcher and learner/needs analyst/counselor/group process manager (setting) Learner’s role: negotiator, communicator, contributor, interdependent Materials: Text-based materials/Task-based materials/Realia
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EEIC BII Unit 2 My First Job1. Two distinguished Americans recalling their first job experience.Paraphrase this sentence:_______________________________________________________________________distinguished adj.describes a respected and admired person, or their work:a distinguished writer/director/politiciana distinguished careerrecall(verb)[I or T] to bring the memory of a past event into your mind, and often to give a description of what you remember:The old man recalled the city as it had been before the war.He recalled (that) he had sent the letter over a month ago.Can you recall what happened last night?She recalled seeing him outside the shop on the night of the robbery.recall noun [U]the ability to remember things:Old people often have astonishing powers of recall.2. My parents imbued in me the concepts of family, faith and patriotism when I wasyoung.Translate it into Chinese:_______________________________________________________________________imbue:imbue sth/sb with sth: to fill… with a particular feeling, quality or idea:His poetry is imbued with deep, religious feeling.concept (countable noun) a principle or idea:It is very difficult to define the concept of beauty.Kleenbrite is a whole new concept in toothpaste!faith (uncountable noun): great trust or confidence in sth or sb:She has no faith in modern medicine.You'll cope - I have great faith in you.Officials must start keeping their promises if they want to restore faith in the government.faithful (adjective): loyalpatriot (countable noun): a person who loves their country and, if necessary, will fight for it.patriotic (adjective) showing love for your country and pride in itpatriotism (uncountable noun)3. Even though we struggled to make ends meet, they stressed to me and my fourbrothers and sisters how fortunate we were to live in a great country with limitless opportunities.Translate it into Chinese:_______________________________________________________________________make ends meet:get just enough money for one's needsConnie says that she can't make ends meet this year.With high taxes and his small income, Henry has great difficulty in making both ends meet.stress (verb):give a sense of importance toThe speaker stressed the need for better education.He stressed that they must arrive punctually.fortunate (adj.)luckyYou're very fortunate to have found such a lovely house.a great country with limitless opportunities:America is a great country where people have many chances to realize their dreams or to attain self-development.4. The owner of the shopping center gave Dad a discount on his rent for cleaning theparking lot three nights a week, which meant getting up at 3 A.M.Translate it into Chinese:_______________________________________________________________________discount (countable noun)a reduction in the usual price:They usually give you a discount if you buy multiple copies.They offer a 10 percent discount on rail travel for students.5. I’d sleep in the car on the way home.would ('d)used to talk about things in the past that happened often or always:He would always turn and wave at the end of the street.6. I acquired discipline and a strong work ethic, and learned at an early age theimportance of balancing life’s competing interests—in my case, school, homework and a job.Translate it into Chinese:_______________________________________________________________________acquire verbto obtain something:I seem to have acquired two copies of this book.During this period he acquired a reputation for being a reformer.acquisition noun [C or U]language acquisitiondiscipline noun [U]the ability to control yourself or other people, even in difficult situations:Maintaining classroom discipline is the first task of every teacher.work ethic noun [C]the belief that work is morally good:The work ethic was never very strong in Simon.7. I worked 40 hours a week flipping burgers at a fast-food joint while taking a full load ofcollege-prep courses.Translate it into Chinese:_______________________________________________________________________Joint (countable noun)INFORMAL a bar or restaurant which serves cheap food and drink:We had lunch at a hamburger joint and then went to see a movie.load (countable noun)1. the amount of work to be done by a person:I've got a heavy teaching load this term.2 a painful, difficult or tiring situation to deal with:I wish I could do something to lighten your load (= make your situation easier).8. The hard work paid off.Paraphrase this sentence:_______________________________________________________________________pay off (phrasal verb)If something you have done pays off, it is successful:All her hard work paid off in the end, and she finally passed the exam.9. The experience taught me that there is dignity in all work and that if people areworking to provide for themselves and their families, that is something we should honor.Translate it into Chinese:_______________________________________________________________________dignity (uncountable noun)the state of being worthy of respectHe longs for a society in which the dignity of all people is recognized.I think everyone should be able to die with dignity.honor (verb)to show great respect for someone or something, especially in public:He was honored for his bravery.We are honored (= proud and happy) to have you here tonight.honorable (adjective)honest and fair, or deserving praise and respect:He is an honorable old man.10. I worked there for seven years and learned so many lessons, especially from a fellowwaitress Helen who had incredible self-respect and did what she loved—serving people.Translate it into Chinese:_______________________________________________________________________a fellow waitress: a colleagueincredible (adjective)hard to believe:an incredible storyIt seems incredible that no one foresaw the crisis.11. Thanks to the newfound confidence I picked up from Helen, I dreamed of having myown restaurant.Paraphrase this sentence:_______________________________________________________________________thanks to sb/sthbecause of someone or something:It's thanks to Sandy that I heard about the job.The baby is awake thanks to your shouting. (DISAPPROVING)pick sth up1 to learn a new skill or language by practicing it rather than being taught it:When you live in a country you soon pick up the language.2 to learn interesting or useful information from someone or something:The nurse had picked up the information from a conversation she overheard.12. He walked over to some of the other diner regulars and the next day handed mechecks totaling $50000—alone with a note that I have to this day.Translate it into Chinese:_______________________________________________________________________diner: a small restaurant at the side of the roaddiner regulars: people who often visit this local dinertotal1. verb: to have as a complete amountThis is the eighth volume in the series, which totals 21 volumes in all.We totaled (up) the money we had each earned, and then shared it equally among the three of us.2. noun [C]the amount obtained when several smaller amounts are added together:A total of 21 horses were entered for the race.We made £700 in total, over three days of trading.3. adjective [before noun]including everything:Total losses after all charges were $800.to this day: up to now/ until now13. It reads, “The only collateral on this loan is my trust in your honesty as a person.”Translate it into Chinese:_______________________________________________________________________ collateral (uncountable noun)valuable property owned by someone who wants to borrow money which they agree will become the property of the company or person who lends the money if the debt is not paid back: 抵押品、担保品She used/put up her house as collateral for a loan.14. My investment soured, though, and I lost the money.Paraphrase this sentence:_______________________________________________________________________sour (verb)1 to turn sour or to make something turn sour:Milk sours in hot weather.2 to (cause to) become unpleasant or unfriendly:Her whole attitude to life soured as a result of that experience.15. After great deliberation I decided to apply for a job at Merrill Lynch.Paraphrase this sentence:_______________________________________________________________________deliberationnoun [C or U] FORMAL: consideration or discussion of something:After much deliberation, she decided to accept their offer.16. Even though I had no experience, I was hired and ended up becoming a pretty goodbroker.Paraphrase this sentence:_______________________________________________________________________end upto finally be in a particular place or situation:Much of this meat will probably end up as dog food.She'll end up penniless if she carries on spending like that.After working her way around the world, she ended up teaching English as a foreign language.17. I got a thank-you note from Fred, which will be imprinted on my heart forever. Paraphrase this sentence:_______________________________________________________________________imprint (verb)to fix an event or experience so firmly in the memory that it cannot be forgotten although you do not try to remember it:That look of pure grief would be imprinted on her mind forever.Fred sent me a thank-you note which I will never forget.弗莱德写了封感谢信给我，这封信将永远铭刻在我的心中18. He had been sick and wrote that my check had helped cover his mounting medicalbills.Paraphrase this sentence:_______________________________________________________________________cover (verb)to be enough money to pay for something:The selling price barely covered the cost of the raw materials.Would £50 cover your expenses?mount (verb)to gradually increase, rise, or get bigger:The children's excitement is mounting as Christmas gets nearer.mounting (adjective)gradually increasing:mounting anxiety/excitement/debts19. Who could have invested in a counter “girl” with a million-dollar personality and watchthat investment mature into a very successful career woman.Translate it into Chinese:_______________________________________________________________________Invest (verb)to put money, effort, time etc. into something to make a profit or get an advantage:The institute will invest 5 million in the project.You have invested significant amounts of time and energy in this project.investment (noun)Stocks are regarded as good long-term investments.investor (noun)Small investors are hoping that the markets will improve.mature (verb)1) to become more developed mentally and emotionally:He matured a lot while he was at college.2) If ideas, opinions, etc. mature, they reach an advanced or developed state:It took several years for her ideas to mature.mature (adjective)He's very mature for his age.。