2-2010英语师范--History of English Teaching-2

合集下载

2010英语二作文真题

2010英语二作文真题With the advent of the Internet, the landscape of education has been revolutionized. The year 2010 marked a significant milestone in the integration of technology into educational practices. In this essay, I will explore the various ways in which the Internet has impacted education, focusing on the accessibility of information, the transformation of teaching methods, and the challenges that have arisen.Firstly, the Internet has made a vast array of information accessible to students and educators alike. No longer confined to the four walls of a library, learners can now access scholarly articles, educational videos, and a plethora of online resources at the click of a button. This has not only broadened their horizons but also facilitated a more in-depth understanding of various subjects.Secondly, the teaching methodology has undergone asignificant transformation. Interactive online platforms have enabled a more dynamic and engaging learning experience. Educators can now use multimedia tools to create immersive lessons that cater to different learning styles. Moreover, the Internet has facilitated peer-to-peer learning, allowing students to collaborate on projects and share knowledge across geographical boundaries.However, the integration of the Internet into education is not without its challenges. One of the primary concerns isthe digital divide, where unequal access to technology can exacerbate existing educational inequalities. Additionally, the quality of online information can be variable, and students must be taught critical thinking skills to discern credible sources from unreliable ones.In conclusion, the Internet has had a profound impact on education in 2010 and continues to shape it in the present day. It has opened up new avenues for learning and teaching, making education more accessible and interactive. However, it is crucial to address the challenges that accompany these changes to ensure that the benefits of online education are accessible to all. As we move forward, it is imperative that educational policies and practices evolve to harness the full potential of the Internet while mitigating its drawbacks.。

英语系的历可以追溯到一百多年前南洋公学(上海交通大

英语系的历史可以追溯到一百多年前南洋公学（上海交通大学前身）创立之初的英文科。

光绪年间，南洋公学先后成立了专门的译书院和东文学堂。

1910年设立西文科，下分英文、德文、法文及拉丁文等科。

1928年建立外国文学系，1943年改名为英文科，1957年9月更名为外语教研组。

1979年设立科技外语系，开始招收英语专业本科生。

1997年成立外国语学院。

1986年和1993年分别获得外国语言学及应用语言学硕士点和博士点。

2000年获英语语言文学硕士点，2003年获外国语言文学博士后流动站。

2007年作为第一批试点单位，获得翻译硕士专业学位授予权。

2010年获得外国语言文学一级学科博士点授予权。

师资及研究领域英语系目前有教师33名，其中教授、博士生导师13名，副教授、硕士生导师10名，讲师10名，31人具有博士学位。

2人为欧洲科学院院士，1人为加拿大皇家学会院士，1人为美国国家人文中心研究院和教育部青年长江学者，2人为教育部新世纪优秀人才，3人为上海市浦江人才。

研究领域涉及测试学、语料库语言学、二语习得、功能语言学、神经语言学、翻译学、西方文论、澳大利亚文学、比较文学、叙事学、女性文学等。

2012-2016英语系教师发表SSCI、A&HCI、CSSCI 来源期刊论文近90篇，主持国家社科基金重大项目2项、国家社科基金和教育部人文社科基金一般项目和青年项目13项。

此外，还获得了教育部高校科研成果奖三等奖、上海市哲社成果奖一等奖、二等奖等奖项。

评估排名根据QS世界大学排名，近几年上海交通大学的现代语言和语言学均居于全球51-100名，英语语言文学居于全球101-150名。

根据教育部2012年学科排名，我院外国语言文学排全国第十。

根据武书连专业排名，我院英语专业近年来排名第十。

专业特色与主干课程英语专业的主要特色为复合型和国际化，分商务金融、语言学和翻译三个方向。

前两年为大类培养，主要是英语语言文学通用知识和能力的培养，主干课程包括：英语读写、英语视听说、语言学概论、英语文学导论、翻译概论、口译、西方文明史、中国思想经典选读、西方思想经典选读、第二外语等。

英语教学法chapter 3 A brief history of language teaching语言教学简史

⑴ Before 16th century:
拉丁语有较长时间的历史，并与古典文
化密切相关，所以有很高的威望和许多实际用途，被认为是当时文人所应该学习的。在欧洲大部分国家，拉丁语用于教育和政府管理；在国际上，拉丁语用于宗教，政治和商业。现在不太清楚当时是如何教拉丁语；但从其使用的众多场合看，一定是书面语和口语表达同时学习。
立体化教学法由张正东提出，外语教学
由目的语、学生、教学环境、经济、跨国文化五个因素相互联系相互作用的一个立体系统，前三个构成三维，经济为底，跨国文化为顶，形成一个立体化的结构。
三位一体教学法是由马承提出，小学阶
段的字母、音素、音标教学的一体化，该教学法用简单的方法帮助学生渡过语音关; 初中阶段的词汇、语法、阅读教学的一体化,该教学法主张单词集中记，语法提前讲，阅读同步行。
General theories in modern teaching practice
们有不同的需要，有不同的性格，不同的学习风格。结果，又出现一些规模较小的教学法，如自然法、沉默法、全身反应法，集体学习法等。这些方法大都出自美国，强调课堂教学中要以学生为中心。学生对自己的学习负一定的责任。教师的作用不完全是组织者和控制者，更像是位指导者，大纲的协调者和语言材料的提供者。总的来说，这几种方法从未广泛流行
up ． Go to the door ． Open the door ． Go out of the room ． Come into the room ． Close the door ． Go back to your place ． Sit down ．
Stand

abriefhistoryofenglishteachinginchina

A Brief History of English Teaching in ChinaPart I. IntroductionThe learning of English in China, however, has a longer history and now occupies the attention of millions of it s people. How many million is hard to say, since much depends on the level of proficiency one takes as the norm. But there are probably three hundred million actively engaged in the job of learning English.This paper includes four big parts, the beginning is a brief introduction for china English learning. Part two is the actuality of English learning in china. Part three is the reason that English introduction and learning widely in china. Last one part is a brief introduction of English teaching in china from Ching dynasty until now.Part II. The Actuality of English Learning in Resent China China Originally Felt No Need of The WestChina originally felt no need of the West, in fact deliberately avoided all contact, for fear of culturalcontamination. The bombing of the Chinese embassy during the Kosovo war was a terrible setback in relations which had been steadily improving.Formal Training in Interpretation Began as the Desire for Joining WTOHowever, despite this, partly because of its desire to join the World Trade Organization (WTO),China has welcomed and listened politely to leaders of Western countries as they gave their views on democracy and human rights. The language in which President Clinton spoke, during his Visit to China, was of course English. President Jiang Zemin made his replies in Chinese. But each was backed up by a team of first-class interpreters, who made smooth communication possible.Formal training in interpretation is comparatively recent in China. It was only in 1978 that the first object for Translators and Interpreters started at the Beijing Foreign Language Institute. The object subsequently developed into the prestigious school of translation in the Beijing Foreign Studies University.Part III. The Reason that Why We Learn English China's reasons for learning English were well summed up twenty years ago by a team from the . International Communication Agency after visiting five cities and many educational institutions in China: "The Chinese view English primarily as an ecessary tool which can facilitate access to modem scientific and technological advances, and secondarily as a vehicle to promote commerce and understanding between the People's Republic of China and countries where English is a major language".This basic motivation has not changed, as can be seen from the report of the English 2000 Conference in Beijing, sponsored jointly by the British Council and the State Education Commission of the People's Republic of China, in which reasons for the learning of English by Chinese were summarised:"They learn English because it is the language of science, specifically perhaps of the majority of research journals. They learn it because it is the neutral language of commerce, the standard currency of international travel and communication. They learn it because you find more software in English than in all other languages put together".Part IV. Brief Introduction of English Teaching in China from Ching Dynasty until Now.English Language Learning Is Not Uniform Throughout China The story of English language learning is not uniform throughout China. Maley warns anyone embarking on a study of contemporary China about the difficulty of "making sensible generalisation about it, since China is not one place geographically, But many". The learning of English in the Mountain ousprovinces near Tibet is very different from the way it is studied in the cities of Nanjing, Shanghai or Beijing.Nevertheless, there are sufficient general characteristics about the history of the learning of English in different parts of China to justify a brief review, if only to remind us of the pendulum swings of China's history this century. Those who wish to find the story more fully told may consult Dzau and Cortazzi and Jin.English Teaching First Figured in 1902 and Learned from JapanAlthough there is mention of English language teaching(ELT) in China in the mid nineteenth century during the Ching Dynasty, it first figured in the syllabus of schools in 1902 in "His Majesty's Teaching Standards for Primary and Secondary Institutions" .In those early days the model for education in China was that of Japan. The method of ELT was traditional, with emphasis on reading and translation. There was much grammar and vocabulary learning, with pronunciation learned by imitation and repetition. This was the norm for about the first twenty years of the century.Change of Direction and More towards Western Models In 1922 there was a change of direction, with a swing away from the Japanese system of education, and towards more Western models. Schools were obliged to follow the "Outlines for School Syllabuses of the New Teaching System". These put more emphasis on listening and speaking skills.There was more use of the target language and of the new teaching resources offered by the mass media. The best schools tended to be Christian missionary schools, which gave more class-hours to English than other schools.China-the Founding Stop English Teaching in There 1949 was a crucial date in the history of China-the founding of the People's Republic of China. Education had now to serve the proletarian purpose. All textbooks became vehicles for government propaganda, loaded with messages of service to the people and the mother land. The Ministry of Education issued a new" Scheme for English Instruction in Secondary Schools" in which the goal of English language learning was clearly stated as being to serve the New Republic.All capitalist thinking, especially educational ideas from the United States and Britain, were condemned as unpatriotic.The place of English was taken in school syllabuses（大纲） by Russian and by 1954 Russian had become the only foreign language taught in Chinese schools. This phase did not last long, however, since China was already trying to extend her markets throughout the world and immediately felt its lack of English.English Teaching Restarted in Secondary Schools.Accordingly, in 1955 the Ministry of Education announced that English teaching should be restarted in secondary schools. In big cities, like Shanghai, it was also reintroduced at primary level. Initially the textbooks were based on the former Russian models, which, like their Japanese predecessors, were very traditional. Methodology too was backward: the teacher was seen as the provider of knowledge and the students dutifully as similated the teacher's words of wisdom, working their way ploddingly through the textbook.However, in the late 1950s and early 1960s,a minor revolution in education took place in China, as the need to open up to the international scene became more urgent. The importance of English was accepted and a significant step was taken in 1962 when English became part of the entrance examination for colleges and universities.New teaching materials appeared, with listening and speaking again given prominence. The Ministry of Education issued guidelines for textbook writers, recommending that English text books should include material on the culture of the English speaking countries. It began to look as thoughbetter days had come for ELT in China.Swept Aside by the Cultural RevolutionBut it was not to be. With distressing inevitability. The Chinese pendulum swung, and the progress made in the early 1960s was swept aside by the Cultural Revolution, which began in 1966 and lasted for ten dreadful years.English was. again banned from schools. Foreign language teachers were branded as spies. Some universities were closed, others were subjected to re-education visits. Dow describes the situation thus:"During the Cultural Revolution, when workers 'propaganda teams for the spreading of Mao Tse-Tung's thoughts came to China's colleges, classes were stopped altogether, and the students travelled instead all over the country in order to take part in criticism and debate and to exchange revolutionary experiences".Happier Times were Ahead for China and for ELT in China After the Cultural RevolutionBy 1977 the Cultural Revolution had exhausted itself and the country with it. There is an old York shire saying:"There's not like religion when it's bent". Those wholived through the Cultural Revolution in China would challenge that saying ,maintaining that distorted political ideology can be much worse than bent religion.However, happier times were ahead for China and for ELT in China. In 1978 the Ministry of Education held an important conference on foreign language teaching. English was given prominence again in schools, on a par with Chinese and Maths.By the early1980s it had been restored as a compulsory subject in the college entrance exam. It has not looked back since then and the fervor for learning English has been fanned by Teach Yourself English programme on television, watched by hundreds of millions of people.The Need for Both Social and Academic English Became ApparentAs China opened up more and Chinese scholars were allowed abroad, the need for both social and academic English became apparent. As markets also opened up and more foreigners were allowed into the country to do business, the appetite for Business English among all levels of Chinese people has become insatiable. The Chinese are a diligent and intelligent race and are surely destined to make a significant mark on thehistory of the twenty-first century.Bibliography：Baidu the history of english languageBaidu the history of english language learning in chinaSogou The Actuality of English Learning in Resent China目录摘要.................................................... ... .......................................................... .. (i)Abstract............................................... .......................................................... .. (ii)Acknowledgements...... ................................. ........................................... (iii)Table of Contents......... ........................................ ...................... .................... . (iv)Part I. Introduction ...................... 错误!未定义书签。

中国教育史考研面试专业英语

中国教育史考研面试专业英语1. 中国教育史：History of Chinese Education2. 儒家教育思想：Confucian Educational Thought3. 科举制度：Imperial Examination System4. 私塾：Private School5. 京师同文馆：Tungwen College6. 癸卯学制：Guimao Education System7. 新文化运动：New Culture Movement8. 教育现代化：Educational Modernization9. 素质教育：Quality-Oriented Education10. 终身教育：Lifelong Education在面试中，你可能会被要求用英语回答关于中国教育史的问题，例如：1. 请简要介绍一下中国古代的教育制度。

Please give a brief introduction to the education system in ancient China.2. 谈谈你对儒家教育思想的理解。

Share your understanding of Confucian educational thought.3. 科举制度对中国教育的发展有哪些影响？What were the impacts of the imperial examination system on the development of education in China?4. 京师同文馆在中国教育史上的地位和作用是什么？What is the status and role of Tungwen College in the history of education in China?5. 如何看待新文化运动对中国教育的影响？How do you view the impact of the New Culture Movement on education in China?此外，你还应该准备一些关于自己的专业背景、研究兴趣和未来规划的英文回答，以便更好地展示自己的能力和潜力。

全国高等师范院校英语

全国高等师范院校英语English:The national higher normal colleges and universities in China are institutions that focus on the training of teachers and educators. These institutions are responsible for providing high-quality education and training for future teachers in various disciplines, including English. With a strong emphasis on pedagogy and practical teaching skills, these colleges and universities strive to cultivate well-rounded and competent educators who are equipped to meet the diverse needs of students in the 21st century. In addition to academic knowledge and subject expertise, these institutions also place great importance on developing the character, ethics, and professionalism of their future teachers. Through a combination of rigorous coursework, hands-on teaching experiences, and mentorship from experienced educators, students at these higher normal colleges and universities are prepared to take on the challenges of teaching and learning in today's rapidly changing educational landscape.中文翻译:中国的全国高等师范院校是专注于培养教师和教育工作者的机构。

英国文学1

2010-12-13
2
History of English Literature I History of English Literature III History of English Literature V
History of English Literature II History of English Literature IV History of English Literature VI
2010-12-13 7
THE GREAT ROMANTIC THEMES
Libertarianism Nature The Lure of the Exotic The Supernatural
2010-12-13
8
DECLINE OF THE TRADITION By about the middle of the 19th century, romanticism began to give way to new literary movements: the symbolist movement in poetry, and realism and naturalism in prose.
2010-12-13
9
Questions
When did the English Romanticism begin and end? What is the historical and cultural background of English Romanticism? What is the feature of the Romanticism literary works? What do you know about the representative writers and their major works in the history of English Romantic literature?

Summary of Practice in High School English Teachin

achievement As a result, educators and researchers have been exploring innovative approaches to teaching design that are student centered and
focused on active learning
performance
目录
• Teacher Role Transformation and Professional Development
• Evaluation of teaching effectiveness and improvement suggestions
01
Introduction
Engaging activities
Designing engaging and interactive activities that stimulate students' interest and motivation to participate in class
Equal opportunities
promote critical thinking and active participation
Application of Information Technology
01
Online resources
Utilizing online resources, such as websites, apps, and digital
Collaborative learning
01
Encouraging students to work together in groups to

中国英语教育历史

中国英语教育历史China's English Education HistoryChina's journey in English education has been a long and fascinating one, marked by both challenges and advancements. The country's pursuit of English proficiency has evolved significantly over the past century, reflecting the nation's changing priorities and its desire to engage with the global community.The roots of English education in China can be traced back to the late 19th century, when the country's leaders recognized the need to modernize and adapt to the rapidly changing world. During this time, a small number of elite schools began incorporating English language instruction into their curricula, catering primarily to the upper echelons of Chinese society. These early efforts, however, were limited in scope and often met with resistance from more traditional factions within the country.The early 20th century saw a more concerted push for English education, as China's exposure to Western culture and technology increased. The establishment of the Republic of China in 1912 ushered in a new era of educational reform, with the governmentplacing a greater emphasis on the importance of English language skills. This period witnessed the emergence of private language schools and the incorporation of English as a mandatory subject in many public schools.The rise of the Communist Party in 1949 and the subsequent establishment of the People's Republic of China brought about significant changes in the country's approach to English education. During the early years of the new regime, the focus shifted away from English and towards the promotion of Mandarin Chinese as the national language. This period was marked by a decline in English language instruction, with many schools and universities scaling back or even eliminating their English programs.It wasn't until the late 1970s, with the implementation of Deng Xiaoping's "Reform and Opening-up" policy, that English education experienced a resurgence in China. As the country sought to modernize and integrate with the global economy, the demand for English proficiency grew exponentially. The government responded by implementing a series of initiatives aimed at improving English language education, including the introduction of English as a compulsory subject in primary and secondary schools, the establishment of specialized English-medium schools, and the expansion of university-level English programs.The 1990s and 2000s saw a further acceleration of English education in China, as the country's economic growth and integration into the global marketplace fueled an even greater need for English-speaking professionals. The government implemented a range of policies and programs to support this goal, including the establishment of English language proficiency requirements for civil servants, the promotion of English-medium instruction in universities, and the development of standardized English language assessments.Today, English education in China is a thriving and multifaceted endeavor, with a diverse range of educational institutions, teaching methodologies, and assessment frameworks. From primary schools to prestigious universities, the country has made significant investments in improving English language instruction, with the ultimate goal of equipping its citizens with the skills and knowledge necessary to succeed in an increasingly interconnected world.However, China's English education landscape is not without its challenges. Disparities in access and quality continue to exist, with urban areas often enjoying a higher level of English proficiency compared to their rural counterparts. Additionally, the country's large population and diverse linguistic landscape have presented unique obstacles in terms of curriculum development and teacher training.Despite these challenges, China's commitment to English education remains unwavering. The government has continued to prioritize the development of English language skills, recognizing their importance in fostering innovation, economic growth, and cultural exchange. As the country continues to evolve and adapt to the demands of the21st century, its English education system will undoubtedly play a crucial role in shaping its future and its place on the global stage.。

外语教学法真题2010年下半年_真题无答案

外语教学法真题2010年下半年(总分100, 做题时间90分钟)Ⅰ.Multipe ChoiceDirections: In this section, you are given 20 questions, beneath each of which are four choices marked A, B, C and D. You are to make the best choice either to complete the incomplete statement or to answer the question. One point is given to each correct choice.1.The purpose of foreign language teaching is to enable the student to actively use the target language in the ______ possible time.A.shortest B. longestC.fastest D. quickestSSS_SIMPLE_SINA B C D2.______ were known as the representatives of the structural linguistics.A. Bloomfield and FriesB. Terrell and ChomskyC. Fries and TerrellD. Krashen and TerrellSSS_SIMPLE_SINA B C D3.A.S.**piled ______, a great contribution to EFL teaching.A. Longman Dictionary of Contemporary EnglishB. The Advanced Learner's Dictionary of Current EnglishC. Everyman's English Pronouncing DictionaryD. The Concise Oxford DictionarySSS_SIMPLE_SINA B C D4.______ was developed in the late 19th century as a reaction against the Grammar-Translation Method.A. The Oral ApproachB. The Audiolingual MethodC. The Direct MethodD. The Cognitive ApproachSSS_SIMPLE_SINA B C D5.Noam Chomsky wrote the book ______.A. LanguageB. Syntactic StructuresC. How to Teach a Foreign LanguageD. The Practical Study of LanguagesSSS_SIMPLE_SINA B C D6.One of the disadvantages in the Grammar-Translation Method is that the texts are taken from ______, the language of which doesn't often meet the practical needs of the learners.A. literary worksB. newspapersC.tales D. critical reviewsSSS_SIMPLE_SINA B C D7.Palmer and some other linguists of his time believed that ______ played one of the most important roles in foreign language learning.A. grammarB. phoneticsC. vocabularyD. rhetoricSSS_SIMPLE_SINA B C D8.Halliday advocates that the social context of language use can be analyzed in terms of the field, tenor and mode of ______.A.context B. discourseC. contentD. situationSSS_SIMPLE_SINA B C D9.What can be introduced as a means of consolidation and evaluation in the Direct Method?A. Fill-in-the-blank.B. Dictation.C. Writing.D. Reading.SSS_SIMPLE_SINA B C D10.What Krashen and Terrell emphasize in their approach is the primacy of ______.A. formB. vocabularyC. meaningD. phoneticsSSS_SIMPLE_SINA B C D11.Which of the following methods advises teachers to consider their students as "whole persons"?A. Community Language Learning.B. The Silent Way.C. Total Physical Response.D. Suggestopaedia.SSS_SIMPLE_SINA B C D12.In essence, the Global Method is a text-based, top-down approach in which ______ is a means as well as an end in itself.A. listeningB. speakingC. readingD. writingSSS_SIMPLE_SINA B C D13.Which of the following is NOT one of the hypotheses put forward by Stephen Krashen?A. The acquisition-learning hypothesis.B. The natural order hypothesis.C. The input hypothesis.D. The hypothesis of linguistic universals.SSS_SIMPLE_SINA B C D14.The process of learning by discovery, according to Brunet, involves ______ with the minimum of instruction and errorful learning.A. generalizationB. associationC. deductionD. inductionSSS_SIMPLE_SINA B C D15.The theory of language underlying the Grammar-Translation Method was derived from ______ Linguistics.A. AppliedB. Comparative HistoricalC. TraditionalD. StructuralSSS_SIMPLE_SINA B C D16.A variety of games, role-plays, situations, etc. are ______ communicative activities prepared to support the Communicative Language Teaching.A. text-basedB. task-basedC. game-basedD. situation-basedSSS_SIMPLE_SINA B C D17.According to Skinner, a well-known behaviorist psychologist, ______, was much more effective than ______ in a teaching situation.A. reward...reasoningB.reward...punishmentC. reasoning...rewardD. reasoning...punishmentSSS_SIMPLE_SINA B C D18.The cognitive theory of learning as put forward by Ausubel is perhaps best understood by contrasting rote and ______ learning.A. usefulB. practicalC. meaningfulD. advancedSSS_SIMPLE_SINA B C D19.______ ideas on education justified the views on language teaching with the Direct Method.A. Hermann Paul'sB.enius'C. F.Gouin'sD.W.M.Wundt'sSSS_SIMPLE_SINA B C D20.In the Natural Approach, the teacher can make use of various ways except ______ in order to help the students to be successful.A. keeping their attention on key lexical itemsB. explaining grammatical rulesC. using appropriate gesturesD. using context to help them understandSSS_SIMPLE_SINA B C DⅡ.Filling BlanksDirections: In this section there are 20 statements with 20 blanks. You are to fill each blank with ONE appropriate word. One point is given to each blank.21.The Natural Approach believes that skills acquired through ______ transfer to other skills.22.The syllabus used in the ______ Method is arranged semantically according to situations or topics.SSS_FILL23.The ______ Model is the center of Krashen's second language learning theory.SSS_FILL24.As one of the objectives in the Oral Approach, accuracy in both pronunciation and grammar is regarded as crucial, and ______ are to be avoided at all costs.SSS_FILL25.Pattern ______ is the center of practice in an Audiolingual Method classroom, for sentence patterns are the basis of language.SSS_FILL26.Cognitive psychologists hold that language learning is the discovery of the underlying ______ of the language by means of inductive and deductive inference.SSS_FILL27.Short-range objectives of an Audiolingual program include training in **prehension, accurate ______, **prehension and production of correct sentences in writing.28.The Total Physical Response method sees successful adult second language learning as a process paralleled to children's first language ______.SSS_FILL29.Although the teaching of all four language skills is advocated by most Direct Methodologists, ______ communication skills are regarded as basic.SSS_FILL30.Henry Widdowson focused on **municative acts underlying the ability to use language for different purposes with his ______ between appropriacy and accuracy, **petence and **petence, use and usage.SSS_FILL31.The Silent Way takes a ______ approach to the organization of language to be taught.SSS_FILL32.According to Palmer, "Rather than focus on ______ of grammatical rules in classroom teaching, the teacher must encourage direct and spontaneous use of the target language in the classroom.\SSS_FILL33.An understanding of the social context in **munication takes place is referred to as ______ competence.34.The Grammar-Translation Method proved to be an effective means in studying foreign ______ through literary works.SSS_FILL35.Palmer viewed that classroom language teaching should follow ______ principles of language learning.SSS_FILL36.The experts in grammar analysis and translation approach believed that the human minds could be trained by logical ______ of the classic language, memorization of complicated rules, and translation between languages.SSS_FILL37.According to behaviorists, the linguistic habits are formed through identifying and strengthening the ______ between stimuli and responses.SSS_FILL38.Generally speaking, FLTM is an ______ science and it makes use of theories of different subjects.SSS_FILL39.The schema theory is an important element in ______ theory. The expression was coined to describe "an active organization".40.The Silent Way is based on the principle that successful learning **mitment of the self to language acquisition through the use of silent ______ and then active trial.SSS_FILLⅢ.MatchingDirections: This section consists of two groups of pairs listed in two columns, A and B. You are to match the one marked ①, ②, ③, ④or ⑤ in Column A with the one marked a, b, c, d or e in Column B. One point is given to each pair you match correctly. 41.A. The eventB. The time ①The Grammar -Translation Method became the principal method of teaching modem languages in schools. a. In the 18th century. ②Grammar analysis and translation began to be the basic procedures in foreign language teaching.b. From the 18th century. ③The Grammar -Translation Method originated.c. In the mid-19thcentury.④Students were taught using the same basicprocedures thatwere used for teaching Latin.d. Only in the late 18thcentury.⑤The **bination of grammar rules with translationinto the target language became popular asthe principalpractice technique. e. From the 16th century.SSS_FILL42. A. FLTMB. Objective①The Grammar-TranslationMethoda. To help learners to get a **mand of thefour basic skills of language②The Direct Method b. To enable the learners to use the target **municatively③The Oral Approach c. To foster the learners' ability to communicate in thetarget language④The Audiolingual Method d. To enable the learners to read and translate theliterature of the target language⑤The Cognitive Approach e. To develop in the learners the same type of abilitiespossessed by the native speakersSSS_FILLⅣ.Questions for Brief AnswersDirections: This section has six questions. You are to answer them briefly. Five points are given to each question.43.What are the five hypotheses that make up the monitor theory put forward by Stephen Krashen?SSS_TEXT_QUSTI44.The teacher in a Communicative Approach classroom plays four major roles. What are they?SSS_TEXT_QUSTI45.What makes the Silent Way different from the other methods?SSS_TEXT_QUSTI46.What are the four objectives involved in the Grammar-Translation Method?SSS_TEXT_QUSTI47.What are the major features of the Oral Approach?SSS_TEXT_QUSTI48.What are the focuses of classroom teaching in the Cognitive Approach?SSS_TEXT_QUSTIⅤ.Questions for Long AnswersDirections: The two questions in this section are to be answered on the basis of your own teaching experience as well as the theoretical knowledge you've learned. Ten points are given to each question.49.What advantages can be found in the Direct Method?SSS_TEXT_QUSTI50.Name at least five of the eleven techniques involved in the Audiolingual Method. And how do these techniques serve the various objectives of language teaching?SSS_TEXT_QUSTI1。

师范英语课文

师范英语课文The Importance of Teacher Training English CoursesIn today's increasingly globalized world, the need for effective English language instruction has become paramount. As the international language of business, academia, and diplomacy, proficiency in English has become a crucial skill for individuals seeking to succeed in a wide range of professional and personal endeavors. This heightened demand for English language competency has placed a significant burden on education systems around the world, as they strive to equip their students with the necessary linguistic abilities to thrive in the 21st century.At the heart of this challenge lies the critical role of teachers. Effective English language instruction is heavily dependent on the skills, knowledge, and pedagogical approaches of the educators tasked with delivering this content. This is where the importance of teacher training English courses comes into sharp focus. These specialized programs are designed to provide pre-service and in-service teachers with the tools, strategies, and best practices neededto create engaging, impactful, and transformative English language learning experiences for their students.One of the primary objectives of teacher training English courses is to ensure that educators possess a deep and nuanced understanding of the English language itself. This includes not only a mastery of grammar, vocabulary, and syntax, but also a keen awareness of the cultural and contextual factors that shape the use of the language in various settings. By developing a comprehensive linguistic foundation, teachers are better equipped to identify and address the unique challenges that their students may face as they navigate the complexities of the English language.Moreover, teacher training English courses place a strong emphasis on pedagogical strategies and methodologies. These programs expose educators to a diverse array of instructional approaches, from traditional grammar-based instruction to more communicative, task-based, and student-centered learning models. By exploring the strengths and limitations of these different methods, teachers are able to develop a versatile repertoire of teaching techniques that can be tailored to the specific needs and learning styles of their students.One particularly important aspect of teacher training English courses is the focus on language assessment. Effective assessment is crucial for monitoring student progress, identifying areas of strength andweakness, and informing instructional decision-making. These programs equip teachers with the knowledge and skills to design, administer, and interpret a range of assessment tools, from diagnostic tests to formative and summative evaluations. By mastering language assessment, teachers can ensure that their instruction is data-driven and responsive to the evolving needs of their students.In addition to the foundational elements of language, pedagogy, and assessment, teacher training English courses also address the broader contextual factors that shape the teaching and learning of English. This includes an exploration of the sociocultural, political, and economic dimensions of English language education, as well as the ethical considerations that arise in the field. By developing a nuanced understanding of these broader issues, teachers are better equipped to navigate the complex landscape of English language instruction and advocate for the needs of their students.One of the key benefits of teacher training English courses is their ability to foster a sense of professional identity and community among educators. These programs provide a space for teachers to engage in collaborative learning, share best practices, and build networks of support. This sense of community is particularly important in the field of English language instruction, where teachers may often feel isolated or unsupported, especially in contexts whereEnglish is not the primary language of instruction.Moreover, teacher training English courses can serve as a platform for ongoing professional development and growth. As the field of English language education continues to evolve, with new technologies, methodologies, and research findings emerging on a regular basis, these programs offer teachers the opportunity to stay abreast of the latest trends and innovations. By engaging in continuous learning and reflection, teachers can ensure that their instructional practices remain relevant, effective, and responsive to the needs of their students.In conclusion, the importance of teacher training English courses cannot be overstated. These specialized programs play a vital role in equipping educators with the knowledge, skills, and dispositions needed to deliver high-quality English language instruction. By fostering a deep understanding of the language, effective pedagogical approaches, and the broader contextual factors that shape the field, teacher training English courses empower teachers to create transformative learning experiences for their students. As the demand for English language proficiency continues to grow, the significance of these programs will only become more pronounced, underscoring their critical role in shaping the future of global education.。

英语教学法第二版课前问题答案总汇

Unit 1 Language and Learning2. Three views of languageStructural view: language as a linguistic systemThe functional view: a linguistic system but also as a means for doing things.The interactional view:a communicative tool3. Four Language Learning Theories1)Behaviorist theory2)Cognitive theory3)Constructivist theory4)Socio-constructivist theory4. What makes a good language teacherprofessional competence1)Ethic devotion: warm-hearted, caring, enthusiastic, hardworking, well-prepared2)Professional qualities: resourceful, well-informed, professionally-trained, authoritative, disciplined, accurate, creative3)Personal styles: patient, attentive, flexible, humorous, dynamic, intuitive5. How can one become a good language teacherWallace’s (1991) ‘reflective modelStage 1: language developmentStage 2: learning, practice, reflectionGoal: professional competenceUnit 2 Communicative Principles and Activities1 Language use in real life vs. traditional pedagogyLanguage used in real lifeTo perform certain communicative functionsBoth receptive skills and productive skillsContext-relatedLanguage taught in the classroomTo focus on forms (structures or patternsTo focus on one or two language skills and ignore the otherTo isolate language from its context2. The goal of CLTThe goal of CLT is to develop students' communicative competence,2 What is communicative competenceboth the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations3.Five components of communicative competence1)Linguistic competence,2)Pragmatic competence,3)Discourse competence,4)Strategic competence5)Fluency3.Implications for teaching and learning:（同上）4.Principles in communicative language teaching1)Communication principle:Activities that involve real communication promotelearning.2)Task principle: Activities in which language is used for carrying out meaningful tasks promote learning.3)Meaningfulness principle:Language that is meaningful to the learning supports the learning process.-_-||4.Main features of communicative activitiesA classification of communicative activities1)Functional communicative activitiesIdentifying picturesDiscovering identical pairsDiscovering sequences or locationsDiscovering missing informationFollowing directionsReconstructing story-sequences…2)Social interaction activitiesRole-playing through cued dialoguesRole-playing through debate or discussionLarge-scale simulation activities….Six criteria for evaluating communicative activities1)Communicative purpose2)Communicative desire3)Content, not form4)Variety of language5)No teacher intervention6)No materials controlTBLT:a further development of communicative language teaching. it share the same beliefs, as language should be learned as close as possible to how it is used in real life. however, it stressed the importance to combine form-focused teaching with communication-focused teachingA task is believed to have four components:1)a purpose,2)a context,3)a process, 4)a product.6.Differences between PPP and TBLT1.The way students use and experience language2.TBL can provide a context for grammar teaching and form-focused activities7.Problems with CLT1.Is it practical in the Chinese context?2.How to design the syllabus for classroom teaching?3.Is it suitable for all age level of learners or all competence level of learners?7.Constraints of TBLT1.It may not be effective for presenting new language items2.Time: teachers have to prepare task-based activities very carefully.3.Culture of learning4.Level of difficultyUnit 3National English Curriculum3.1 A brief history of foreign language teaching in China1)A phase of restoration (1978-1985)2)A phase of rapid development (1986-1992)3)A phase of reform (1993-2000)4)A phase of innovation from 20002,Designing principles for the National English Curriculum1) Aim for educating all students, and emphasize quality-oriented education.2) Promote learner-centeredness, and respect individual differences.3)Develop competence-based objectives, and allow flexibility and adaptability4)Pay close attention to the learning process, and advocate experiential learning and participation5) Attach particular importance to formative assessment, and give special attention to the development of competence.6)Optimize learning resources, and maximize opportunities for learning and using the language.3.3Goals and objectives of English language teachingThe new curriculum is designed to promote students’ overall language ability3.4 Design of the National English CurriculumNine competence-based levelsLevel 2,For 6th graders-_-zLevel 5,For 9th gradersLevel 7,For senior high school leaversUnit 4 Lesson Planning1.what is a Lesson plana Lesson plan is a framework of a lesson in which teachers make advance decisions about what they hope to achieve and how they would like to achieve it1.Why is lesson planning important?1)Makes teachers aware of the aims and language contents of the lesson,2)Helps teachers distinguish the various stages of a lesson and see the relationship between them3)Gives teachers the opportunity to anticipate potential problems so that they can be prepared;4)Gives teachers, esp. novice ones, confidence in class;5)Raises teachers’ awar eness of the teaching aids needed;6)Planning is a good practice and a sign of professionalism2.Principles for good lesson planning1)Aim,2)Variety,3)F lexibility, 4)Learnability ,5)Linkage3.Macro planning vs. micro planningMacro planning; is planning over timemicro planning: is planning for a specific lesson3Macro planning involves:1) Knowing about the course:2) Knowing about the institution:3) Knowing about the learners:4) Knowing about the curriculum/syllabus5)Knowing about the textbook6)Knowing about the objectivesponents of a lesson plan1)Background information2)Teaching aims3)Language contents and skills4)Stages and procedures5)Teaching aids6)end of lesson summary7)optional activities and Assignments8)after-lesson reflection5.Sample lesson plansUnit 5 Classroom Management1.What roles does the teacher playBefore the class---PlannerDuring the class---1 Controller, 2 Assessor, 3 Organizer ,4 Prompter , 5 Participant, 6 Resource-providerAfter the class---Evaluatornew roles: facilitators, guides, researchers2.Rules to follow for making instructions effectiveTo use simple instructions and make them suit the comprehension level of the students. To use the mother-tongue only when it is necessary.3. What are the most common types of Ss grouping?Whole class workPair work,Group work,Individual study:4.How to maintain discipline?P.79When students are engaged in learning, they will be disciplined.Q: How to engage students in learning?1)Ss are clear about learning purpose;2)Ss are able to do the work but find it challenging;3)Ss are emotionally, physically and intellectually involved by the tasks;4)The presentation, variety and structure of the work and activities generate curiosity and interest;5)Ss have opportunities to ask questions and try out ideas;6)Ss can see what they have achieved and how they had made progress;7)Ss get a feeling of satisfaction and enjoyment from the work.4 Harmer’s suggestions on measures for undisciplined acts and badly behaving Ss1). Act immediately2). Stop the class3).Rearrange the seats4).Change the activity5).Talk to Ss after class6).creat a code of behavior4. In order not to hurt the Ss,Ur’s advice on problems in class:1).Deal with it quietly2).Don’t take thin gs personally3).Do not use threats5How to ask effective question1)Questions should be closely linked to the learning objectives in the lesson;2)Questions should be staged so that the level of challenge increases as the lesson proceeds;3)There should be a balance between closed and open, lower-order and higher-order questions;4)Wait time is important to allow students to think through their answers;5)Ss should be provided opportunities to ask their own questions and seek their own answers;6)A secure and relaxed atmosphere of trust is needed and ss’ opinions and ideas are valued.6. correct dealing with errors and mistakeswe need to be clear whether the task or activity is focusing on accuracy or fluency.How to correct error：1)Direct teacher correction2)Indirect teacher correction3)Self correction4)Peer correction5)Whole class correctionUnit 6Teaching Pronunciation1.The role of pronunciationOn the value of teaching pronunciation, there are different opinions:1.Students do not need to learn pronunciation because pronunciation will take care of itself as the students develop overall language ability.2.Failure in pronunciation is a great hindrance to language learn.2. The goals of teaching pronunciation:目的1)Consistency 连贯性: To be smooth natural2)Intelligibility可理解性:To be understandable to the listeners3)Communicative efficiency: To help convey the speakers’ meaning3. Three aspects of pronunciation to teach?Stress, intonation, rhythm5. Ways of practicing soundsPerception practice :Using minimal pairs,Which order,Same or different,Odd one out, CompletionProduction practice: Listen and repeat,Fill in the blanks,Make up sentences,Use meaningful context,Use pictures,Use tongue twisters6. Practicing stress:Use gestures, use the voice, use the blackboard7. Practicing intonation:Use hand or arm movement to indicate change of intonatonrising/falling arrows;draw linesUnit 7. Teaching Grammar1.The role of grammar in language learningGenerally speaking, Chinese EFL learners need a certain degree of mastery of English grammar (grammatical competence is essential for communication). However, it should be noted that learning grammar itself is not the ultimate goal of learning English.2.ways of presenting/ teaching grammar1the deductive method2the inductive method3the guided discovery method3. grammar practice activitiesMechanical practicemeaningful practiceTwo types of practice can be combined.Using prompts (pictures, mimesor gestures, information sheet, key phrases or key words, chaind phrases, created situations) has proved to be an effective way of grammar practice.Unit 8 Teaching Vocabulary1. What does knowing a word involve?its pronunciation and stress;its spelling and grammatical properties;its meaning;how and when to use it to express the intended meaning.Vocabulary learning “involves at least two aspects of meaningThe first aspect involves the understanding of its denotative and connotative meaning. The second aspect involves understanding the sense relations among words.”Collocation , Synonyms,antonyms,hyponyms, Receptive and productive vocabulary2. List some ways of presenting new words1) Try to provide a visual or physical demonstration whenever possible,2) Provide a verbal context to demonstrate meaning.3) Use synonyms or antonyms to explain the meanings.4) Use lexical sets or hyponyms to show relations of words and their meanings.5) Translate and exemplify,6) Use word formation rules and common affixes7) Teach vocabulary in chunks.8) Think about the context in real life where the word might be used.9) Think about providing different context for introducing new words.10) Prepare for possible misunderstanding or confusion that student may have.3. Some vocabulary consolidation activities that can be done in class. (12)1) Labeling2) Spot the differences:3) Describe and draw4) Play a game:6) Use word series7) Word bingo:9) word association10) Synonyms and antonyms:11) categories12) Use word net-work13)use the internet resources for more ideas4. Developing vocabulary building strategies.1). Review regularly:2). Guess meaning from context:3). Organize vocabulary effectively:4). Use a dictionary:5)keep a vocabulary notebook6).Discovery strategiesUnit 9Teaching Listening1.The reason why such difficulties arise can be quire complicated. however, one major reason for students’ poor listening is often neglected in language due to1) Lack of teaching materials (audio and video tapes);2) Lack of equipment (tape players, VCRs, VCDs, computers);3) Lack of real-life situations where language learners need to understand spoken English 2 What do we listen to in everyday life? (Ur, 1996)Loudspeaker announcements1.Radio news2.Lesson, lecture3.Conversation, gossip4.Instructions5.Watching television6.Watching movies7.Telephone conversations8.Interview9.Shopping10.Story-telling11.Meetings12.Negotiations13.Theater show3.The characteristics of listening in real life1) Spontaneity2) Context3) Visual clues4) Listener’s response5) Speaker’s adjustment4 Principles of teaching listening:1). Focus on process:2). Combine listening with other skills:3). Focus on comprehending meaning:4). Grade difficulty level appropriately:4. model of teaching listening:bottom-up model up- bottom model5.the teaching of listening generally follows three stages:pre-listening stagewhile-listening stage,post-listening stage.Unit 10Teaching Speaking1.what are the differences between spoken and written language?SpokenspontaneousSentences are often incomplete, ungrammatical, and full of hesitations, false starts, and redundancies.If it is not recorded, spoken language can’t be listened to again. It is expected to be understood immediately.WrittenWell-plannedSentences are often carefully constructed and well organized.Written language is comparatively speaking permanent. It can be read as often as necessary.2.Principles for teaching speaking1) balancing between accuracy-based practice and fluency-based practices :2) Contextualizing practice3) Personalizing practice4) Building up confidence5) Maximizing meaningful interactions6) Helping students develop speaking strategies7)making the best use of classroom learning environment to provide sufficient language input and practice for the students.3.how can we design speaking activities:1). Maximum foreign talk:2). Even participation3). High motivation4). Right language level4.Types of speaking activitiesLittlewood’s (1981) framework for defining s peaking activities:Pre-communicative activitiesStructural activitiesQuasi-communicative activitiesCommunicative activitiesFunctional communication activitiesSocial interaction activities5,How to organise speaking activities.Using group work in speaking tasksUnit 11 Teaching Reading1. Effective readers do the following:1) have a clear purpose in reading;2) read silently;3) read phrase by phrase, rather than word by word;4) concentrate on the important bits, skim the rest, and skip the insignificant parts;5) use different speeds and strategies for different reading tasks;6) perceive the information in the target language rather than mentally translate;7) guess the meaning of new words from the context, or ignore them;8) have and use background information to help understand the text.3. Skills readers need:1.Specifying a purpose for reading2.Planning what to do/what steps to take3.Previewing the text4.Predicting the contents of the text5.Checking predictions6.Skimming the text for the main idea7.Scanning the text for specific information8.Distinguishing main ideas from supporting details9.Posing questions about the text10.Finding answers to posed questio…4.The role of vocabulary in reading:Day & Bamford (1998): efficient reading begins with a lightening-like automatic recognition of words, which frees one’s mind to use other resources to construct meaning. Helping ss to develop the ability of automatic word recognition is the basis for developing their reading skills.The way to develop sight vocabulary is to read extensively (‘Familiarity breeds automaticity’)5. Some principles for teaching reading(:1)The selected texts and attached tasks should be accessible to the students.2)Tasks should be clearly given in advance.3) Tasks should be designed to encourage selective and intelligent reading for the main meaning4) Tasks should help develop students' reading skills5) Teachers should help the students not merely to cope with one particular text in front of them but with their reading strategies and reading ability in general.6)Teachers should help the students to read on their own.6.three models of teaching reading1). Bottom-up modelletters---words---phrases---clauses---sentences---paragraphs---whole discours2). Top-down modelbackground knowledge--- guess meaning from the printed page3)Interactive model7.Three stages of reading:Pre-reading activities; *Predicting* Setting the scene* Skimming* ScanningWhile-reading activities;1)Focusing on the results of readingMultiple-choice questions;T/F questions;open questions,paraphrasing, translation2)Focusing on the process of understandingInformation transfer activities, ( with a transition device)comprehension questionsUnderstanding referencesMaking inference s …Post-reading ActivitiesTraditional: questions; paraphrasing; translationSuggestion:*Discussion*Role -play* Gap-filling* Retelling* WritingReading comprehension questions1).Questions for literal comprehension.2).Questions involving reorganization or reinterpretation.3).Question for inferences.4).Questions for evaluation or appreciation..5）question for personal responseUnit12 Teaching Writing1.What do we write?Writing is a real-life reality. We write letters, journals, notes, instructions, posters, essays, reports, menus, etc.2.Why do we write?We write for various reasons1)to convey messages,2)to keep a record of what is in our mind,3)to communicate with their teacher4)to raise awareness of how language works,5) to become more familiar with the linguistic and social conventions of writing in English, etc.3.How do we write?Writing can be both collaborative and solitarywe all have our own ways of writing.4.A communicative approach to writingSs are motivated by authentic writing tasks that have some communicative elements. Writing for a specific recipient (e.g. a friend, parent)Writing for an intended audience: creative writing intended to be read by other people 5.Problems in writing tasks1)They are mainly accuracy-based.2)They are designed to practice a certain target structures.3)There is insufficient preparation before the writing stage.4)There is no sense of audience.5)There is no sense of authenticity.6)Ss are given ideas to express rather than being invited to invent their own.7)There is no opportunity for creative writing, for expressing unusual for original ideas.8)Many of them are test-oriented.6.How to make a writing task more creative and communicative?Questions that the writer considers:Why should I write about the sports I like? (for communication)For what purpose?Who is going to read my writing? (a sense of audience)7.A process approach to writingFeatures of process writing1)Focus on the process of writing that leads to the final written product;2)Help ss understand their own composing process;3)Help ss build repertoires of strategies for prewriting, drafting, and rewriting;4)Give ss time to write and rewrite;5)Place central importance on the process of revision;6)Let ss discover what they want to say as they write;7)Give ss feedback throughout the composing process to consider as they attempt to bring their expression closer and closer to intention;8)Encourage feedback both from the instructor and peers;9)Include individual conferences between T and S during the process of composition Procedures of process writing1)Creating a motivation to write;2)Brainstorming;3)Mapping;4)Free writing;5)Outlining;6)Drafting;7)Editing;8)Revising;9)Proofreading;10)Conferencing.8.Motivating students to write1)Make the topic of writing as close as possible to ss’ life.2)Leave ss enough room for creativity and imagination.3)Prepare ss well before writing.4)Encourage collaborative group writing as well as individual writing.5)Provide opportunities for ss to share their writings.6)Provide constructive and positive feedback.7)Treat ss’ errors strategically.8)Give ss a sense a achievement from time to time.9.Designing writing tasksWriting tasks should be motivating and communicative.Self-study sample tasks on pagesing the Internet to promote process writing。

外语教育文选推荐书目

外语教育文选推荐书目一、剑桥书系(外研社)1.情感与语言学习Affect in Language Teaching 协和2.超越专业技术训练Beyond Teaching3.第二语言课堂评估Classroom-based Evaluation in Second Language Education4.交际语言教学论Communicative Language Teaching5.外语与第二语言学习Foreign and Second Language Learning6.语言教师心理学初探Psychology for Language Teaching7.第二语言教师教育Second Language Teacher Education8.语言教师行动研究Action Research for Language Teachers9.交际课堂的任务设计Designing Tasks for the Communicative Classroom10.交互性语言教学Interactive Language Teaching11.第二语言课堂的反思性教学Reflective Teaching in Second Language Classroom12.第二语言课堂的交际浅说Understanding Communication in Second Language二、牛津应用语言学丛书（上海外语教育出版社）1. Howatt, A.P.R A History of English Language Teaching 英语教学史2. Widdowson, H.G. Aspects of Language Teaching 语言教学面面观3. Stern,H. H. Fundamental Concepts of Language Learning 语言教学的基本概念4. Tarone, E.& G. Yule Focus on the Language Learner三、外语教学法丛书（上海外语教育出版社）1. E. Davies & E. Pearse Success in English Teaching 英语教学成功之道协和2. J. Scrivener Learning Teaching: A Guide for English Teachers 学习教学：英语教师指南3. S. Silberstein Techniques and Resources in Teaching Reading 阅读教学的技巧和资源4. M. Lightbown &N. Spada How Languages are learned 语言学习机制四、当代国外语言学与应用语言学文库系列（外研社）1. Harmer, J. How to Teach English 怎样教英语2. Richards，J. et al. Approaches and Methods in Language Teaching 语言教学的流派3. Brow, H.D. Teachings by Principles: An Interactive Approach in Language Pedagogy 根据原理教学：交互式语言教学（这本书比较厚）。

历史师范英语

历史师范英语In the globalized world of today, the integration of languages and cultures has become increasingly important. This is particularly true in the field of education, where teachers are challenged to engage students in meaningful ways that transcend traditional boundaries. This is where the concept of historical education through the medium of English comes into focus. By teaching history through an English lens, teachers can not only impart knowledge but also foster cross-cultural understanding and appreciation. Teaching history in English allows students to gain a deeper understanding of historical events and figures by contextualizing them within a global framework. This approach encourages students to think beyond the confines of their own culture and consider the perspectives of others. By studying history through English, students are able to engage with primary source documents, historical narratives, and perspectives from a diverse range of cultures, thereby enhancing their understanding of the interconnectedness of global events.Moreover, the use of English as a medium for teaching history enables teachers to engage students more effectively. English, being a common language spoken by millions across the globe, provides a universal platform for communication and collaboration. By using English to discuss historical topics, teachers can engage students in lively debates and discussions that stimulate critical thinking and encourage active learning.In addition, the integration of historical education with English language skills cultivates a more comprehensive approach to learning. Students are not just learning about historical facts and figures; they are also developing their reading, writing, speaking, and listening skills. This integration fosters a more holistic learning experience where students are able to apply their language skills to understand and interpret historical events and vice versa.However, it is important to note that teaching history through English requires a delicate balance. Teachers must ensure that the language barrier does not hinder students' understanding of historical content. This involves usingappropriate vocabulary, simplifying complex historical concepts, and providing additional resources and support to help students bridge the language gap.In conclusion, teaching history with an English lens offers a unique opportunity to bridge cultures and foster global understanding. By integrating historical education with English language skills, teachers can engage studentsin meaningful and transformative learning experiences that cultivate cross-cultural awareness and appreciation. As we move towards a more interconnected world, this approach to historical education is crucial for preparing students to become informed and responsible global citizens.**历史师范英语的教学：通过语言架起文化交流的桥梁** 在当今全球化的世界中，语言和文化的融合变得日益重要。

翻译模板英文

2008-2009 Academic Year 1st Term
2009-2010 Academic Year 2nd Term A History of American Literature Compulsory Business English Writing Graduation Compulsory Thesis Major Required 69
2010-2011 Academic Year 2nd Term
2009-2010 Academic Year 1st Term The Theory and Practice of Translation International Trade Affairs Thoughts and systems of Mao Zedong Business Communication History of British Literature Selected Readings in British Literature Advanced English(Ⅰ) Japanese(Ⅱ) English Language
2007-2008 Academic Year 2 Term Compulsory Compulsory Compulsory Compulsory Compulsory Compulsory Compulsory Compulsory Compulsory Compulsory Compulsory Compulsory Compulsory Compulsory Compulsory Compulsory Compulsory Compulsory
Property Compulsory Compulsory Compulsory Compulsory Compulsory Compulsory Compulsory

a briefhistory of engliteaching in chia

The New National English Curriculum in 2005.
Principles for the National English Curriculum
1. Aim for educating all students, and emphasizes qualityoriented education;
6. A forum for exchanging ideas and methods is provided;
7. In 1983, a foreign language became a requirement for admission into the university.
A phase of rapid development
3. Ignoring individual learner differences. 4. Assessment was done mainly using paper-and pencil tests focusing mainly on language knowledge, giving little attention to the assessment of language ability, and affective gains, both teachers and students felt overburdened by examinations.
A phase of innovation
2000-2005 This phase from 2000 is characterized by a firm and urgent call from the government for quality-oriented education. As far as English language learning is concerned, there remain significant problems for further improvement. 1. Overemphasis on knowledge, ignoring the development of students' language ability. 2. Lacking of connection between different stages of schooling.

英语教育史总结 History of English teaching

“英语教育史”*****************History of English TeachingAt this passage, I’ll briefly review the history of language teaching, especially the history of English teaching. Throughout history, language teaching has always been an important part. Changes in language teaching methods throughout history have reflected changes of social background, development of some theories, etc. Better understanding of the history of language teaching makes better understanding of language teaching methods.1 The History of English Teaching in Europe1.1 The Sixteenth Century to the Eighteenth CenturyBefore the sixteenth century, English is not the world’s most widely studied foreign language. The world’s most widely studied foreign language is Lati n. But in the sixteenth century, French, Italian, and English gained in importance as a result of political changes in Europe, and Latin gradually became displaced as a language of spoken and written communication. Because Latin was diminished from a living language to an “occasional” subject. The study of Latin took on a different function. People just pay attention to the analysis of its grammar and rhetoric. This has made a great influence for the later centuries and it was the rudiment of Grammar-Translation Method.At that period, children studied Latin through rote learning of grammar rules, did more written translation practices without practiced they pronunciation. Later on, some people saw the shortage of this kind of teaching method, they wanted to change it. Such as, Roger Ascham and Montaigne in sixteenth century and Comenius and John Locke in the seventeenth century had made specific proposals for curriculum reform and for changes in the way Latin was taught. But, finally, they failed.During the eighteenth century, the same basic procedures were used for teaching Latin for higher education. The text books consisted of statements of abstract grammar rules, lists of vocabulary, and sentences for translation. It emphasized translation is more important than oral practice.1.2 The Nineteenth Century1.2.1 In the Early Nineteenth CenturyBy the early nineteenth century, this method became the standard way of studying foreign languages in schools. Textbooks at this period, again, each grammar point was listed, rules on its use were explained, and it was illustrated by samplesentences, oral work was reduced to an absolute minimum. Textbook compliers mainly determined to codify the foreign language into frozen rules of morphology and syntax to be explained and eventually memorized.Two famous textbook writers are SeidenstÜcker and Karl plötz. They divided the content of the books into two parts. One gave the rules and necessary paradigms, the other gave sentences for translation. This approach to foreign language teaching became known as the grammar –translation Method. It is a method for which there is no theory. This method dominated Europe and foreign language teaching from the 1840s to the 1940s, and in modified form it continues to be widely used in some parts of the world today.1.2.2 In the Mid-and Late Nineteenth CenturyIn the mid-and late nineteenth century, increased opportunities for communication among Europeans created a demand for oral proficiency in foreign language. So the opposition to the Grammar-Translation Method gradually developed in several European countries. Modern languages were being taught in secondary schools caused increasing demand for new textbooks.Then, some innovators appeared. The language teaching innovators included: C. Marcel, T. Prendergast (who proposed the first structural syllabus), and F. Gouin, etc. They all emphasized the importance of context or the meaning. Teachers and linguists agreed more to those innovators’ opinion and finally stimulated the appearance of t he Reform Movement.The International Phonetic Association was founded in 1886, and its International Phonetic Alphabet was designed to enable the sounds of any language to be accurately transcribed. The IPA gave the earliest goal of modern languages teaching. The practical –minded linguists, such as, Henry Sweet in England, Wilhelm Vitëor in Germany, and Paul Passy in France began to show they own opinions.In general, they all believed that:a. the spoken language is primary and that this should be reflected in an oral-based methodologyb. the findings of phonetics should be applied to teaching and to teacher trainingc. learners should hear he language first, before seeing it in written formd. words should be presented in sentences, and sentences should be practiced in meaningful contexts and not be taught as isolated, disconnected elements.e. the rules of grammar should be taught only after the students have practicedthe grammar points in context-that is , grammar should be taught inductively.f. translation should be avoided, although the native language could be used in order to explain new words or to check comprehensionThese principles provided the theoretical foundation for a principled approach to language teaching, one based on scientific approach to the study of language and of language learning. Finally, it led to the development of what came to be known as the Direct Method.The Direct Method enjoyed popularity in Europe. Although not everyone embraced it enthusiastically, the Direct Method can be regarded as the first language teaching method to have caught the attention of teachers and language teaching specialists, and it offered a methodology that appeared to move language teaching into a new era. It marked the beginning of the “methods era”.1.3 The Twentieth Century—The Methods Er aThe twentieth century saw the rise and fall of a variety of language teaching approaches and methods. The most active period in the history of approaches an methods was from the 1950s to the 1980s. The 1950s and 1960s saw the emergence of the Audiolingual Method and the Situational Method, which were both superseded by the Communicative Approach. During the same period, other methods attracted smaller but equally enthusiastic followers, including the Silent Way, the Natural Approach, and Total Physical Response. In the 1990s, Content-Based Instruction and Task-Based Language Teaching emerged as new approach to language teaching as did movement such as Competency-Based Instruction that focus on the outcomes of learning rather than methods of teaching. Other approaches, such as Cooperative Leaning, Whole Language Approach, and Multiple Intelligences, originally developed in general education, have been extended to second language settings.1.4 The Post-Method EraBy the 1990s, many applied linguistic and language teachers moved away from a belief that newer and better approached and methods are the solution to problems in language teaching. Alternative ways of understanding the nature of language teaching have emerged. People search more effective ways of teaching second or foreign language. The post-method era is a great challenge to the development of the foreign language teaching.Because approach and methods have played a central role in the teachers’ profession, so teachers need to be able to use approaches and methods flexibly andcreatively based on their own judgment and experience. In the process, teachers should be encouraged to transform and adapt the methods they use to make them their own. And experience with different approaches and methods can provide teachers with an initial practical knowledge base in teaching and can also be used to explore and develop teachers’ own beliefs, principles, and practices.1.5 Looking ForwardThese factors may have influenced language teaching trends in the past and that can be expected to continue to do so in the future. These factors include: government policy directives, trends in the profession, guru-led innovations, responses to technology, influences from academic disciplines, research influences, learner- based innovations, crossover educational trends, crossovers from other disciplines. So we can expect the filed of second language teaching in the twenty-first century to be no less a ferment of theories, ideas, and practices than it has been in the past.2 The History of Language Teaching in China2.1 Before 1949English teaching began in China in the 19th century, when foreign missionaries came to China. However, it didn’t enter into the formal educational system unti l the early 20th century. Teachers of English then mainly British or American missionaries, who had trained the first generation of Chinese teachers of English by the last two decades of the 19th century.2.2 From 1950 to 1990After founding of the People’s Republic of China, a foreign language was considered one of the basic components of secondary education. At the beginning, we studied Russian. The Russian methodological principles were “three-centered”: classroom-centered, teacher-centered, textbook-centered. In 1962, English became a formal requirement for the entrance examination and began to appear in the curriculum for the fourth and fifth year of primary schools. After the “Cultural Revolution”, Secondary English teaching has gone through three major stages: before 1978, there was no syllabus for middle schools. The syllabus released in 1978. New textbook came up in 1982.Four points could be summarized from the methodological development from 1950 to 1990 in China:a Giving priority to listening and speakingb Laying equal emphasis on all five skills(listening, writing, speaking, reading,and translation)c Stressing reading skilld Involving a more active use of the student’s mental power.2.3 Recent DevelopmentEffects to adopt Communicative Language Teaching (CLT) in China can be traced back to Li Xiaoju compiled the textbook Communicative English for Chinese Learner. In 1984, Li published in Defense of the Communicate Approach which profoundly affected CLT. In 1992, the State Education Development Commission replaced the structure-based syllabus with a new one that set communication as the teaching aim. By the mid-1990s, CLT had become a general approach in teaching and learning. Then, the People’s Education Press and the Longman Group Ltd publishe d textbooks for junior middle school and senior middle school.Here are more examples of alternative methods for Chinese learners. At a more theoretical level, the Three Dimensional Approach(3DA) proposed by Zhang Zhengdong, the Affective, Situation, Structure, Rule and Function Method(ASSRF) proposed by Zhang Jianzhong, and the Dual Activity Method(DAM)proposed by Wang Cairen. At a more practical level, includes the Global Method proposed by Liu Zhaoyi, the Leveled Method proposed by Hao Youming, the Zhang Sizhong Method and other methods.2.4 Looking AheadIn the present situation our country still need more English teacher. All foreign language majors are expected to develop knowledge of other areas in addition to competence in a foreign language.The dominant trends and accompanying challenges can be seen in the following aspect. English language planning: English has been introduced into the primary school curriculum in an increasing number in resent years, we need a more suitable language teaching plan. Teacher education: teachers are not professionally qualified. This is a big problem. Teachers need furthermore education and our country made more plans for teacher education. Material: challenges to material writing include several reasons, such as shortage of source materials. To resolve this problem, there are more writers and scholars worked hard for this. Assessment: as for the assessment, both the teachers and students ask for a new form. The new form gives due to speaking and writing. Research: all the trends outlined above must depend upon systematic research and informed practice to sustain and bloom. Researchers havebegun to shift their attention on it.This is the briefly reviewing of the history of language teaching.。