英语教学法复习完整版
英语教学法复习要点
Unit 1 Language and Learning1 How do we learn language？We learn language at different agesPeople have different experiencesPeople learn languages for different reasonsPeople learn languages in different waysPeople have different capabilities in language learningLearning can be affected by the way how language is taughtLearning is affected by the degree of success one is expect to achieve.Thus the challenge confronting language teaching is how teaching methodology can ensure successful learning by all the learners who have more differences than the commonality.2. What are the major views of language?1) Structural view:Language is a linguistic system made up of various subsystems: phonology, morphology, lexicology and syntacx. To learn a language is to learn its vocabulary and structural rules.2) Functional view:Language is a linguistic system as well as a means for doing things. Learners learn a language in order to be able to do things with it (use it). To perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions.3) Interactional view:Language is a communicative tool to build up and maintain social relations between people. Learners need to know the rules of a language and where, when and how it is appropriate to use them.3.Views on Language LearningTwo broad learning theories：Process-oriented theories are concerned with how the mind organizes new information.A stimulus-response theory of psychologyAudio-lingual methodThe idea of this method is that language is learned by constant repetition and the reinforcement of the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised.Cognitive theoryInfluenced by Noam Chomsky (revival of structural linguistics)Language as an intricate rule-based systemA learner acquires language competence which enables him to produce language.One influential idea of cognitive approach to language teaching is that students should be allowed to create their own sentence based on their own understanding of certain rules.Constructivist theoryJean Piaget (1896—1980)The learner constructs meaning based on his/her own experiences and what is already known.Socio-constructivist theoryVygotsky“Zone of Proximal Development” (ZPD); scaffolding(脚手架)Learning is best achieved through the dynamic interaction between the teacher and the learner and between learners.4 What are the qualities of a good language teacher?A good language teacher does not solely depend on his/her command of the language. There are a variety of element that contributes to the qualities of a good language teacher. These element can be categorized into three groups:ethic5 How can one become a good language teacher?☐Wallace’s (1991) ‘reflective model’ (Figure 1.1, p.9)Stage 1: language developmentStage 2: learning, practice, reflection❖The learning stage is the purposeful preparation that a language normally receives before the practice,This preparation can include:1. Learning from others’ experience2. Learning the received knowledge3. Learning from one’s own experiences❖The practice stage (2 senses)Pseudo practice: short period of time assigned to do teaching practice aspart of one’s pre-service education, usually under the supervision ofinstructorsThe real classroom teaching:what a teacher undertakes after he/shefinishes formal education❖Teachers benefit from practice if they keep on reflecting on what they have been doingGoal: professional competenceUnit 2 Communicative Principles and Task-based language teaching1 How is language learned in classrooms different from language used in real life?Language used in real life Language taught in the classroomTo perform certain communtcative functions To focus on forms (structures or patterns)Use all skills, both receptive skills and productive skills To focus on one or two language skills and ignore others.Used in a certain context To isolate language from its context2 What is communicative competence?To bridge the gap between classroom language teaching and real-life language use, one solution is to adopt CLT, the goal of which is to develop students’communicative competence.3. Definition:Communicative competence include both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations4 Five components of communicative competence (Hedge 2000)◆Linguistic competence （语言能力）The knowledge of language itself, its form and meaning.◆Pragmatic competence （语用能力）The appropriate use of language in social context.◆Discourse competence （语篇能力）One’s ability to create coherent written text or conversation and the ability to understand them◆Strategic competence （策略能力）Strategies one employs when there is communication breakdown due to lack of resources.◆Fluency （流利性）One ‘s ability to ‘link units of speech together with facility and without strain or inappropriate slowness or undue（过分的，不适当的）hesitation’6.Implications for teaching and learningTeaching must enable learners to grasp the five components of communicative competence, but not just the linguistic competence.7. Principles of CLTThree principles suggest by Richard and Rodgers：1 Communication principle：involve real communication2 Task principle：Carry out meaningful tasks3 Meaningfulness principle：Meaningful language to the learnerHowatt proposes a weak and a strong version of CLT:Weak versionLearners first acquire language as a structural system and then learn how to use it in communication.Strong version“language is acquired through communication” (Howatt, 1984:279)8. Major Activity Types of CLTA sequence of activities represented in Littlewood (1981: 86)Pre-communicative activities✓Structural activities✓Quasi-communicative activities类似,准,半Communicative activities (PP22-23)▪Functional communication activities▪Social interaction activities9.Littlewood’s (1981)classification of communicative activities:1). Functional communicative activities:2). Social interaction activities:(1). Functional communicative activities:1. Identifying pictures2. Discovering identical pairs3. Discovering sequences or locations4. Discovering missing information5. Discovering missing features6. Discovering "secrets"municating patterns and pictures8. Communicative models9. Discovering differences10. Following directions11. Reconstructing story-sequences12. Pooling information to solve a problem(2). Social interaction activities:1. Role-playing through cued dialogues2.Role-playing through cues and information3.Role-playing through situation and goals4.Role-playing through debate or discussionrge-scale simulation activities6. Improvisation10.Six Criteria for evaluating communicative classroom activitiesmunicative purpose2. Communicative desire3. Content, not form4.Variety of language5.No teacher intervention6. No materials control9.What is Task-based Language Teaching?TBLT is a further development of CLT. It shares the same belief in the use of language in real life, but stresses the importance to combine form-focused teaching with communication-focused teaching.10.Four components of a task1. A purpose2. A context3. A process4. A product11. Exercises, exercise-tasks and tasksExercise-tasks is halfway between tasks and exercises. This kind of activity consists of contextualized practice of language item.12. Differences between PPP and TBLT1The way students use and experience language in TBLT is radically different from PPP. 1.Free of language control2. genuine need to use language to communicate3.A free exchange of ideas4.Appropriateness & accuracy of language form in general, not production of a single form5.A genuine need for accuracy and fluency2.TBL can provide a context for grammar teaching and form-focused activities. PPP isdifferent in this aspect.A task-established contextEncouraged to think, analyze, not simply to repeat, manipulate and applyA more varied exposure to natural languageLanguage forms not pre-selected for focusLearner-free selection of languageTBL cycle lead from Fluency to accuracy (+fluency)In TBL Integrated skills practiced13. How to design tasks?Step 1 Think about students’ needs, interests, and abilitiesStep 2 Brainstorm possible tasksStep 3 Evaluate the listStep 4 Choose the language itemsStep 5 Preparing materials14. CLT and TBLT in the Chinese contextProblems with CLT1. The very first and forceful argument is whether it is culturally appropriate2. The second problem of CLT relate to the design the syllabus for teaching purpose in the classroom.3. The third problem is that whether such an approach is suitable for all age level of learners or all competence level of learnersConstraints of TBLT1.The first is it may not be effective for presenting new language items2.The second constraint is Time as teachers have to prepare task-based activities very carefully.3.The third is the culture of learning4.The forth is Level of difficultyUnit 31. A brief history of foreign language teaching in China❖ A phase of restoration (1978-1985)❖ A phase of rapid development (1986-1992)❖ A phase of reform (1993-2000)❖ 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 adaptability.4) Pay close attention to the learning process, and advocate experiential learning and participation.5)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. Goals and objectives of English language teachingThe new curriculum is designed to promote 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 into a few sub-categories. 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-longThe standards for different levels of competence5 Challenges facing English language teachers1)English language teachers are expected to change their views about language which is not a system of linguistic knowledge but a means for communication.2)English language teachers are expected to change their traditional role of a knowledge transmitter to a multi-role educator.3)English language teachers are expected to use more task-based activities and put the students at the center of learning.4)English language teachers are expected to use more formative assessment in addition to using tests.5)English language teachers are expected to use modern technology in teaching, creating more effective resources for learning and for using the language.Unit 4 Lesson Planning1.Lesson planning means making decisions in advance about whattechniques, activities and materials will be used in the class.2. Why is lesson planning necessary?Proper lesson planning is essential for both novice/beginner and experienced teachers.3. Benefit from lesson planning in a number of ways1). A clear lesson plan makes the teacher aware of the aims andlanguage contents of the lesson.2). It also helps the teacher to distinguish the various stages of alesson and to see the relationship between them so that thelesson can move smoothly from one stage to another.3). The teacher can also think about how the students can be fullyengaged in the lesson.4). when planning the lesson, the teacher also becomes aware ofthe teaching aids that are needed.5). Lesson planning helps teachers to think about the relative valueof different activities and how much time should be spent onthem.6). The teacher soon learn to judge lesson stages and phases with greater accuracy.7). Plans are also an aid to continuing improvement.8). After the lesson, the teacher can add an evaluation to the plan,identifying those parts which went well and those which wereless successful.4. There are four major principles behind good lesson planning:1) variety,2) flexibility,,3) learnability,4) linkageDefinitions of variety, flexibility, learnability, and linkage.Variety means planning a number of different types of activities and where possible introducing students to a wide selection of materials so that learning is always interesting, motivating and never monotonous for the students.Flexibility means planning to use a number of different methods and techniques rather than being a slave to one methodology. This will make teaching and learning more effective and more efficient. Learnability means the contents and tasks planned for the lesson should be within the learning capability of the students. Of course,things should not be too easy either. Doing things that are beyond or below the students' coping ability will diminish their motivation (Schumann, 1999).Linkage means the stages and the steps within each stage are planned in such a way that they are somehow linked with one another. Language learning needs recycling and reinforcement. 5.Macro planning involves:1) Knowing about the profession:2) Knowing about the institution:3) Knowing about the learners:4) Knowing about the syllabus/curriculum:5) Knowing about the textbook6) Knowing about the objectivesponents of a lesson plan1.Background information: number of students/ ages/ grade/ genders/ the time and the date of the lesson/ the time duration of the lesson2.Teaching objectives: What do you want students to know and be able to do?nguage contents and skills: structures, vocabulary, functions, topics and so on; listening, speaking, reading and writing.4.Teaching stages and procedure: the major chunks of activities that teachers go through in a lesson. Procedures are the detailed steps in each teaching stage.1) Five-step teaching model(1)warm-up/ a tarter/revision;(2)presentation(3)drilling(4)consolidation(5)summary and homework2) The three P’s model: presentation, practice, and production5.Teaching aids: real objects/ flashcards/ wordcards/ worksheets/ wallcharts/ cassette tapes/ magazine pictures/ video, Multi-media, etc.6.End of lesson summary:Purposes of making a summary is to take learning further and deeper by helping the students to refer back to the learning objectives; To create a sense of achievement and completion of tasks for the students. To develop with students a habit of reflection on learning; stimulate interest, curiosity and anticipation about the next phase of learning; help students draw out applications of what has been learned and highlight the important conceptions which have developed.7.Optional activities and assignment8.After class reflection7.The advantage of a concrete teaching plan:Teachers can follow it in the class and check what they have done;The plan will be the basis of a record of what has been covered in class;It will make it easier to make achievement tests later;It will be good records for the entire course.8. The aims of a lesson includelanguage components to present,communicative skills to practice,activitie s to conductmaterials to be usedteaching aids to be used.Unit 5 Classroom Managementorganize what goes on in thethe goal of classroom management is to create an atmosphere conducive to (有助于)interacting in English in meaningful ways (Gebhard, 1996).2.Efficient classroom management can be achieved when the following six conditions are met.1.The teacher plays appropriate roles.2.The teacher provides clearer instructions.3.Students are grouped in a way suitable for the learning activities.4.There is discipline as well as harmony in the class.5.The teacher asks appropriate questions.6.The students’ errors are treated properly3 What roles does the teacher play?1.Controller (what to learn; how to learn)2.Assessor (correcting mistakes; organizing feedback)aniser (students’ activities)4.Prompter (when ss don’t know what to do…)5.Participant (in ss’ activities)learners, guide students in planning and assessing their learning and develop their …’prior knowledge; find individual interests and explorepotential capabilities; acknowledge and respect individual differences; give each equal opportunity in learning; evaluate students’development fairly from anreflect on the reasons, think about possible solutions, implement the solutions and evaluate the results…Controller: The teacher controls:1). the space (activities run smoothly),2) .the time (do lockstep activities)3. the whole class (Ss have equal chance)4. the production ( a degree of accuracy)Assessor: The teacher does two things:1). Correcting mistakes (not making a big fuss大惊小怪butgentle by Harmer)2). Organizing feedback (discouraging for the teacher to becritical不提倡吹毛疵, focusing on Ss’success progress)Organizer: The teacher should be important and difficult as it:1). Using creative/unlimited way2). Envisaging设想activities,3). Anticipating the problems4). Giving clear and concise instructions5). Demonstrating6 .Using native language to clarify if necessary7. Walking around and monitoring8. Rectifying订正9. Taking mental notes轮流惦记Prompter: The teacher should do:1). Giving hints (just like time, place…)2). Eliciting more (by saying” and…?”“Anything else?” Yes, butwhy…?(Ss. read the example)Participant:The teacher shouldn’t dominate or appear to be authoritative.Resource-provider:We have criticized the jug-and-mug method, but the teacher should withhold his/her readiness to provide resourc4 How to give effective classroom instructions?Classroom instructions refer to the type of language teachers use to organize or guide learning.1.To use simple instructions and make them suit the comprehension level of thestudents;2.To use the mother-tongue only when it is necessary;3.Give students time to get used to listening to English instructions;e body language to assist understanding;5.Model the task/activity before letting students into groups or pairs…6.Teachers are not expected to do all the talking in class.Tip: Demonstration is usually more effective than words.5. What are the different ways for student grouping?Whole class work, pair work, group work, individual study1.Whole class workAll the students are under the control of the teacher, doing the same activity at the same rhythm and pace.2.Pair workStudents work in pairs on an exercise or task.3.Group workStudents work in small groups of 3-5 students.4.Individual studyStudents work on their own at their own speed.Types of student grouping and their advantages and disadvantages in P314 (task4)6.Discipline in the language classroomQ: What does discipline mean?Discipline refers to a code of conduct which binds a teacher and a group of students together so that learning can be more effective. (78)7: How to maintain discipline?P.79Although discipline is often discussed together with classroom management, Classroom management skills are not sufficient if discipline is to be achieved，rather，a variety of teacher’s behavior contribute to discipline, such as the teacher’s choice of methodology, their interpersonal relationships with students, their preparation for the lesson. Beside, student’s motivation, which can be enhanced by the teacher action, is extremely important for discipline.When students are engaged in learning, they will be disciplined. (79)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 generatecuriosity 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.8What causes discipline problems?1.A gap in the lesson (e.g. bad planning, equipment fails to work)2.Unclear instructionsck of teacher attention4.The teacher concentrates on lengthy explanations to one individual so that the others get bored5.Work is too easy or too challenging9. What measures can we take for undisciplined acts and badly behaving students?☐Harmer (1983) p.811.Act immediately.2.Stop the class.3.Rearrange the seats.4.Change the activity.5.Talk to students after class.6.Create a code of behavior.⏹Ur’s (1996) advice1.Deal with it quietly.2.Don’t take things personally.3.Don’t use threats.10 How to make questioning more effective?☐Questions should be closely linked to the learning objectives in the lesson;☐Questions should be staged so that the level of challenge increases as the lesson proceeds;☐There should be a balance between closed and open, lower-order and higher-order questions;☐Wait time is important to allow students to think through their answers;☐Ss should be provided opportunities to ask their own questions and seek their own answers;☐ A secure and relaxed atmosphere of trust is needed and ss’opinions and ideas are valued.11. What types of questions are there?( Classification of questions)1.Closed and open questions;2.Display and genuine questions;3.Lower-order and high-order questions;4.Bloom’s taxonomy分类系统(Nuttall, 1982)①Knowledge②Comprehension③Application④Analysis⑤Synthesis⑥Evaluation12: What are errors? How are they different from mistakes?☐ A mistake refers to “a performance error that is either a random guess or a ‘slip of tongue’, and it is a failure performance to a known system” (Brown, 2000: 218-219)☐An error has direct relation with the learner’s language competence. Errors do not result from carelessness nor hesitation, but lack of knowledge in the target language.☐ A mistake can be self-corrected; an error cannot be.13 When to correct errors?☐Generally, it is best not to interrupt students during fluency work unless communication breaks down.☐Let a trivial mistake pass if most of the language is right.☐For some common mistakes, take a note in mind first and correct after the student’s performance.14 How to correct errors?☐Different ways and techniques:⏹Direct teacher correction⏹Indirect teacher correction⏹Self-correction⏹Peer correction⏹Whole class correctionWhich techniques to use?☐As a general rule, indirect teacher correction is encouraged rather than direct ones to avoid damaging ss’ self-esteem and confidence.☐In practice, self-correction is encouraged before teacher correction or peer correction, esp. for mistakes.☐The whole class correction is used for main error types (e.g.The Big Ten) Unit 6 Teaching Pronunciation1.Critical Period Hypothesis: a biologically determined period of life when language can be acquired more easily and beyond which time language is increasing difficult to acquire.2. The goal of teaching pronunciationThe goal of teaching pronunciation is not to teach learners to achieve a perfect imitation of a native accent, but simply to get the learners to pronounce accurately enough to be easily and comfortably comprehensible to other speakers.3The realistic goals of teaching pronunciation is as following: Consistency: the pronunciation should be smooth and natural;Intelligibility: the pronunciation should be understandable to the listeners; Communicative efficiency: the pronunciation should help convey the meaning that is intended by the speaker.4.Three aspects of pronunciation to teach? Stress, intonation, rhythm5. One common problem in learning English of Ss: (Neglect stress and intonation)6. What aspects of pronunciation do we need to teach? Pronunciation is an umbrella term covering many aspects, beside sound and phone symbols, such as stress, intonation, and rhythm, of course ,these aspects are not isolated from each other, rather, they are interrelated.7. How to achieve good pronunciation?☐Practice makes perfect☐Both mechanical practice and meaningful practice are beneficial.8 Practising sounds(List some methods of practicing sounds. )Mechanical drilling is boring and demotivating; it is important to combine drilling pronunciation exercises with more meaningful exercises that focus on whatever aspect of pronunciation is the focus of the lesson.Focus on a soundFocus on a individual sounds especially those sound that are difficult to learn Perception practice☐What is the goal of perception practice?⏹Developing the students’ability to identify and distinguish betweendifferent sounds.☐Examples of perception practice:⏹Using minimal pairs(with one sound difference): will/well; ship/sheep;light/night⏹Which order: bear, tear, ear⏹Same or different? [met], [mi:t]⏹Odd one out⏹Completion9.The goal of production practice is developing students’ ability to producesounds.1.Listen and repeat ( practice individual sounds, individual words, groupsof words, sentences (mechanical imitation)2.Fill in the blanks (in sentences with words which contain certain sounds).3.Make up sentences (using as many from the given words as possible).e meaningful context (to perform meaningful tasks such as role-play).e pictures (to produce meaningful language).e tongue twisters (to practice pronunciation).10. Practising stress and intonation☐Two types of stress:⏹word-level stress⏹Phrase-level or sentence-level stress11. Teaching methods of stress⏹The most important thing in practising stress is making the studentsaware of where to stress the words or phrases.e gestures (e.g. clapping hands; using arm movements)e the voice (raise the voice to indicate stress)e the blackboard(underline the stress parts or write with coloredchalks12 Practicing intonation (How to practise intonation?)⏹Use hand or arm movement to indicate change of intonation.⏹Use rising or falling arrows to mark intonation.⏹Draw lines to mark change of intonation.13.How can teachers help the students to improve pronunciation?e individual, pair, group and whole class work;e hands and arms to conduct practice.3.Move around the classroom when doing choral practice.4.Vary the criteria of ‘good’ to give students confidence.5.Do articulation practice more than once.6.Bring interests and variety to the practice.7.The main criteria for good pronunciation are consistency, intelligibility andcommunicative efficiency.8.Make full use of demonstrations.9.Try to use visual aids.Unit 7 Teaching Grammar1. The role of grammar in language learningIt is generally believed that•Grammar teaching is less important for children than for adults;•Grammar teaching is less important in listening and reading than in writing. •Grammar teaching can be seen in most formal classroom language teaching. Generally speaking, Chinese EFL learners need a certain degree of mastery of English grammar. However, it should be noted that learning grammar itself is not the ultimate goal of learning English.2 Grammar presentationWhat are the major types of grammar presentation method?☐Three ways of presenting grammar in the classroom:1.The deductive method 演绎法reasoning from general principles to a particularcaseThe deductive method relies on reasoning, analyzing and comparing2.The inductive method 归纳法method of logical reasoning which obtains ordiscovers general laws from particular facts or examples3.T he guided discovery method 引导式发现法Similar to the inductive method in that ss are induced to discover rules by themselves;But different in that the process of the discovery is carefully guided and assisted by the teachers and the rules are then elicited and taught explicitly.Each has merits and drawbacks. The best way is to vary methods in different。
英语教学法复习
Revision contents:Unit 1 Language and LearningViews on languageViews on language learning1. What are the major views of language? What are their implications to language teaching or learning?2. Some language teachers argue that we should “teach the l anguage”rather than “teach about the language”. What are the major differences between these two approaches to language teaching?3. Audiolingual approach to language learning4.Socio-constructivist theory of language learning emphasizes interaction and engagement with the target language in a social context.5. The quality of a good language teacher includes ethic devotion, professional quality and personal styles.6. One influential idea of cognitive approach to language teaching is that students should be allowed to create their own sentence based on their own understanding of certain rules.Unit 2 Communicative Principles and ActivitiesWhat is communicative compentence? Try to list some of its components.Principles in communicative language teaching/ strong version and week versionList some of the communicative activities.What is a task/its componentsUnit 3The overall language ability required in the 2001 National English Curriculum includes the following aspects language knowledge, language skills, learning strategies, affects and cultural understanding.4. Lesson PlanningWhat is lesson planning?Principles for good lesson planningComponents of a lesson planUnit 5 Classroom ManagementWhat is classroom management?Types of student grouping and their advantages and disadvantagesThe role of the teacher ---- contoller, assessor, organizer, prompter, participant, resource providerThe new curriculum requires the teacher to put on the following new roles: facilitator, guides, and researchers.Classification of questionsHow to deal with errors?Unit 6 Teaching PronunciationCritical Period HypothesisThe goal of teaching pronunciation should be: consistency, intelligibility, and communicative efficiency.List some methods of practicing sounds.Unit 7 Teaching GrammarGrammar presentation methodsGrammar practice is usually divided into two categories, mechanical practice and meaningful practice.Unit 8 Teaching VocabularyWhat does knowing a word involve? Receptive vocabulary and productive vocabulary.List some ways of presenting new wordsHow to consolidate vocabulary?Developing vocabulary building strategiesUnit 9 Teaching ListeningCharacteristics of listening processPrinciples and models for teaching listeningAs far as classroom procedures are concerned, the teaching of listening generally follows three stages: pre-listening stage, while-listening stage, and post-listening stage.Unit 10 Teaching SpeakingWhat are the characteristics of spoken language? Discuss their implications to teaching.Information-gap activitiesList some of the speaking tasks that the students are often asked to do in language classroomUnit 11 Teaching readingThe role of vocabulary in reading: sight vocabularySkills involved in reading comprehensionModels for teaching readingStages involved in Teaching ReadingProblems in reading are often seen as a failure to recognize words that may not exist in the learner’s vocabulary or in understanding grammatical structures that may not have been acquired by the learner. Therefore, the task of teaching reading is seen as teaching vocabulary along with the grammatical structure of the target language. Do you agree with such an opinion? Explain your reasons.In teaching reading, teachers often engage students in pre-reading, while-reading and post-reading activities. What do you think are the major functions of pre-reading activities?Unit 12 Teaching WritingWhat is the main idea of communicative approach to writing?What is the main idea of the process approach to writing?Exercises for the course of English teaching methodologyI. Multiple choiceDirections：Choose the best answer for the following questions and write your answers on the answer sheet.1. What syllabus is designed around grammatical structures, with each lesson teaching a grammar structure, starting with simple ones, and progressing through to more complex ones?A. Structural syllabus.B. Situational syllabus.C. Functional syllabus.2. Which of the following is a communicative activity?A. Listen to the weather broadcast and fill in a form.B. Listen to the weather broadcast and talk about a picnic.C. Transfer the information from the weather broadcast into a table.3. In which of the following situations is the teacher playing the role of a prompter?A. Explain the language points and meanings of words and sentences.B. Give examples of how to do an activity after the explanation and instructions.C. Elicit ideas from students.4. Which of the following is a social interaction activity?A. Information gap.B. Role-play.C. Information transfer.5. What reading approach is based on the assumption of reading as a guessing game?A. The top-down approach.B. The bottom-up approach.C. The interactive approach6. What reading strategy does the following activity help to train?The students were asked to read each paragraph and then match the paragraph with relevant headings.A. Inferring.B. Scanning.C. Skimming.7. Which of the pre-reading activities exemplifies the bottom-up approach?A. The teacher brings in pictures and asks the students to discuss in groups about the life of old people.B. The teacher raises several questions about old people and asks the students to discuss in pairs.C. The teacher presents a picture about the life of old people on the screen and brainstorm vocabulary related to old people’s life.8. What listening skill does the following activity help to train?Listen to the folio-wing text and answer the multiple-choice question.In this dialogue, the speakers are talking about________.A) going to a picnic B) attending a concert C) having a partyA. Listening for gist.B. Listening for specific information.C. Listening for detailed information.9. Which of the following features does spoken English have?A. It is generally produced in fairly simple sentence structures.B. It is produced with little redundancy.C. It is produced with good organization.10. What should a required lesson plan look like?A. a copy of explanation of words and structuresB. a timetable for activitiesC. transcribed procedure of classroom instruction11. For better classroom management, what should the teacher do while the students are doing activities?A. participate in a groupB. prepare for the next procedureC. circulate around the class to monitor, prompt and help12. Which of the following activities can best motivate junior learners?A. gamesB. recitationC. role-play of dialogues13. To cultivate communicative competence, what should correction focus on?A. linguistic formsB. communicative strategiesC. grammatical rules14. Which of the following activity is most productive?A. read the text and then choose the best answer to the questionsB. discuss on the given topic according to the text you have just readC. exchange and edit the writing of your partner15. To help students understand the structure of a text and sentence sequencing, we could use----- for students to rearrange the sentences in the right order.A. cohesive devicesB. a coherent textC. scrambled sentences16. The purpose of the outline------ is to enable the students to have a clear organization of ideas and a structure that can guide them .A. in the actual writingB. in free writingC. in controlled writing17. The grammar rules are often given first and explained to the students and then the students have to apply the rules to given situations. This approach is called .A. deductive grammar teachingB. inductive grammar teachingC. guiding discovery18. It is easier for students to remember new words if they are designed in ------and if they are ------and again and again in situations and contexts.A. context, sameB. context, differentC. concept, difficultII. DefinitionDirections: Define the following terms1. Communicative compentence2. Lesson planning3. Classroom management4. Receptive vocabulary and productive vocabulary.5. Sight vocabulary6. Information-gap activities7. Display questions8. Task9. Audiolingual approach to language learning10.ReadingIII. Blank fillingDirections: fill in blanks according to what you’ve learn in the course of foreign language teaching.1. Socio-constructivist theory of language learning emphasizes interaction and engagement with the target language in a social context.2.The quality of a good language teacher includes ethic devotion, professional quality and personal styles.3.One influential idea of cognitive approach to language teaching is that students should be allowed to create their own sentence based on their own understanding of certain rules.4. The overall language ability required in the 2001 National English Curriculum includes the following aspects language knowledge, language skills, learning strategies, affects and cultural understanding.5. The role of the teacher ---- contoller, assessor, organizer, prompter, participant, resource providerThe new curriculum requires the teacher to put on the following new roles: facilitator, guides, and researchers.6.The goal of teaching pronunciation should be: consistency, intelligibility, and communicative efficiency.7. Grammar practice is usually divided into two categories, mechanical practice and meaningful practice.8. As far as classroom procedures are concerned, the teaching of listening generally follows three stages: pre-listening stage, while-listening stage, and post-listening stage.IV. Problem SolvingDirections: Below are some situations in classroom instruction. Each has at least one problem. First, identify the problem(s). Second, provide your solution (s) according to what you have learned. You should elaborate on the problem(s) and solution(s) properly. Write your answer on the Answer Sheet.1．In one of the lessons. Mr. Li arranged the students into groups to talk about what they want to be when they grow up. To ensure thatthey applied what they learned, he required them to use the expressions in the text. To his surprise, students were not very active and some groups were talking about something else and one group was talking in Chinese.Problems:1) Maybe the topic does not correspond with the students’ current needs. Suppose these students were interested only in getting high scores in examinations, they would not have interest in such a talk.2) The activity is much controlled. They may like to talk about their hobbies, but they have to use the expressions the teacher presents, which to some extent restricts them. That is perhaps why they are not very active.3) If students talk in Chinese, it may be because the talk is a little too demanding for them in terms of language competence. When students have difficulty in expressing themselves in English, they will switch to Chinese.4) Maybe the teacher does not arrange such activities very often in class. The students are not used to such communicative activities and so do not take an active part.Solutions:1）The teacher can ask the students to talk about their hobbies freely without considering the structure2) The teacher can give the task a real purpose. For example, he can ask the students to ask others about their hobbies to form a hobby club.3) It’s better to explain to the students the value of such kind of activity.4) The teacher can circulate around to encourage the students to talk in English.2. To cultivate communicative competence, Mr. Li chose some news reports from China Daily for his middle school students. Problems:1) Authentic materials are desirable in cultivation of communicative competence. But they should correspond to students" ability. News reports from China Daily are too difficult for middle school students.2) The content of news reports may not be relevant to the course requirement of middle school English.Solutions:1) If Mr. Li insists on using the materials from China Daily, it is necessary for him to adapt the material or select those reports which are easier to read and more relevant to students" interests.2) If he can, it is better to select news reports from other newspapers which are relevant to the students" life and study. It is necessaryto bear in mind the students" needs when selecting materials for classroom instruction.(第一项要求写出两点即可，而第二项要求能说出两点。
英语学科教学法复习Unit1-14
Unit 1ZPD: The Zone of Proximal Development1.What is ZPD ?The distance between the actual development level as determined by independent problem solving and the level of potential development as determined through problem-solving under adult guidance or in collaboration with more capable peers.The zone of proximal development (ZPD) is the range of abilities that an individual can perform with assistance but cannot yet perform independently. These skills are called "proximal" because the individual is close to mastering them but needs more guidance and practice in order to perform these actions independently.2.Three factors of ZPD?1)The "More Knowledgeable Other": The more knowledgeable other is someone who has a higher level of knowledge than the learner.2)Social Interaction: During certain periods of a child's life, they may even look to peers more than they look to adults. Kids at this age often look to their peers for information about how to act and how to dress. In order for children to learn new skills, it is suggested pairing more competent students with less skilled ones.3)Scaffolding: When children are in this zone of proximal development, providing them with the appropriate assistance and tools gives students what they need to accomplish the new task or skill. These activities, instructions, tools, and resources are known as scaffoldingUnit 21.The goal of Communicative Language Teaching (CLT) ?To bridge the gap between classroom language teaching and real-life language usemunicative competence includes......?1)Linguistic competence:- Language itself: form & meaning2)Pragmatic competence:- to use language appropriately in social context3)Discourse competence:- to create coherent texts & to understand them4)Strategic competence:- communication breakdown due to lack of resourcesFluency:- without strain or inappropriate slowness or undue hesitation3.Three principle of CLT?1)Meaningfulness principle: Improve reading, listening and speaking skills and improve logical thinking ability2)Communication principle:Debate is a process that involves formal discussion on a particular topic3)Task principle: To present ideas in the most persuasive waymunicative activities?Identifying pictures Illustration exercise5.What is PPP?The Presentation, Practice and Production model of teachingPresentation of single new item; Practice of new items, drills, exercises, dialogues practice; Production: activity, role play or ask to encourage free use of language6.What is TBLT?TBLT means Task-Based Language Teaching.4 main component of task: a purpose, a context, a process, a productA communicative purpose: making sure the students have a reason for undertaking the taskA context: this can be real, simulated or imaginary, and involves sociolinguistic issues such as the location, the participants and their relationship, the time, and other important factorsA process: getting students to use learning strategies such as problem solving, reasoning, inquiring, conceptualizing and communicating.A product: there will be some form of outcome, either visible (a written plan, a letter, a picture, etc.) or invisible (enjoying a story, learning about another country, etc.)Features of task:Attention is focused on meaning rather than form.The language use is like the real-world communicationThere is some kind of information gap between the participants7.Differences between PPP and TBLT?PPP:students are required to use resources given by teachersTBLT:Students are free to choose the linguistic resources; rely on their own linguistic resources when completing the taskTBLT focus activities encourage students to think and analyze; PPP prefer to repeat and manipulateTBLT provide a more varied exposure to natural language than examples made to illustrate a single language item as in a PPP cycle8.What are the constraints of TBLT?1)The first is that TBLT may be not effective enough to present new language items.2)Second, culture of learning3)Third, level of difficulty4)Forth, time is also one of the constraints because teachers need to prepare tasks very carefully.Unit3 The National English Curriculum1.NFLTRA: The National Foreign Language Teaching & Research Association (NFLTRA) 中国教育学会外语教学专业委员会2.What did the national syllabus of ELT in 1978 mainly focus on?Basic language knowledge: listening, speaking, reading and writing3.In the 2001 National English Curriculum for Nine- year Compulsory Education syllabus, students' abilities to observe, to memorize, to think are emphasized. T/F (F)4.Four Major Phases of foreign language teaching in China?A phase of restoration (1978-1985)A phase of rapid development (1986-1992)A phase of reform (1993-2000)A phase of innovation from 20005.Can you give some tips for teachers to deal with changes and chal lenges in the process of curriculum reform ?an open mind training, Available resources, New ideas, Reflection.seminars on language teaching and observation of teaching.Change the view about language which is not a system of linguistic knowledge but a means for communication. More task-based activitiesMore formative assessmentProperly apply Modern technology in teachingTransform the role pf teacher from a knowledge transmitter to a multi-role educator.Unit41.Do experienced teachers need to do lesson planning? Why?Yes. Because lesson planning is also important for experienced teachers. Lesson planning means making decisions in advance about what to teach, how to teach and the time assignment of every teaching procedure. It can help teachers to be aware of the teaching objectives of a lesson. It can help teachers to distinguish various stages of a lesson. It can give teachers opportunities to anticipate potential problems and be prepared for some possible situations.For teachers, it can help their Professional development, Self-reflection, Confidence and TimemanagementTeaching lesson is not static. The content of lesson and the situation in class keep changing. So experienced teachers also need to do lesson planning.2.What are the principles for good lesson planning?Aim: The teacher needs to have a clear idea of what he/she would like to achieve for the lesson.Variety: Various activities and materials to ensure high motivation and interest.Flexibility: Extra and alternative tasks and activities.Learnability: The contents and tasks should be within the learning capability of the students.Linkage: The stages and steps are somehow linked with one another3.What does “ESA” stand for in successful teaching?Engage: To get students interested in what they learn When they are engaged, they learn better.Study: There must be some new language or new experience for students to learn.The construction of language is the main focus. Successful language learning: Explicit Learning+ Implicit LearningActivate: Students should have the chance to produce language in meaningful ways.It is a kind of rehearsal for the real world4.Think of three important components of a lesson plan and give your reasons.1)Background information---Ages; Grade; Genders; Time; Date; Duration; Specific needs analysis of the target learners.; What they know; What they need to know2)Teaching aims3)Language contents and language skills4)Stages and procedures5)Teaching aids6)End of lesson: summary---ake learning further and deeper; Refer back to learning objectives; Create a sense of achievement and completion of tasks; Develop a habit of reflection on learning; Stimulate interest, curiosity and anticipation of the next phrase of learning7)Optional activities and assignments---Backups in case the lesson goes too fast; Flexible to be cancelled if there is not enough time8)After lesson reflectionUnit51.How to make effective instruction ?Two general rules of giving instructions: They must be kept as simple as possible, and must be logical.Use simple instructions and make them suit the comprehension level of the students.The second rule is to use the mother-tongue only when it is necessary.The best thing to do is to model the task/activity before letting students move into group or pairs.2.The most difficult and important role that teachers have to play is Organiser3.How to choose the way of grouping according to different task requirements?Textbook P75-774. All –wh questions are open questions. True or False? ( F ).5. What are the difference between mistakes and errors?Errors are an inevitable part of learning processErrors tell us if extra teaching need to be done, what are misunderstood, errors help evaluate Ss’ learning Mistakes: a mistake refers to performance error that is either a random guess of a “slip of tongue”, and it is a failure performance to a known system. Every one makes mistakes, no matter in a native language or foreign language.Can be self-corrected, not related to language competence 语言控制能力不足引起的操作性错误嘴瓢Errors: have a direct relation with the learners’ language competence, which do not result from carelessness, but lack of knowledge in target languageCannot be self-corrected 系统性错误如果不纠正会一直错一直错6.What are the 6 levels of Bloom’s Taxonomy?Unit 61.What are the two kinds of stress that are important to achieving good pronunciation?1)word-level stressIt is very important to stress the proper syllable in multisyllabic words. It the wrong syllable is stressed, listeners often will not understnad what word is being pronounced.2)phrase-level or sentence-level stressEach phrase or sentence has one syllable which receives greater or more prominent stress than the others. The rules for predicting the stress of a phrase or sentence are less complex than predicting word-level stress and it depends a lot on the meaning one wants to express.2.Why intonation is important in pronunciation?Intonation can greatly affect the intention of the speaker’s message. Intonation is used by native speakers to express meanings in many subtle ways such as surprise, complaint, sarcasm, friendliness, threats, etc.According to Kelly(2005:11), intonation is “as important as grammar or lexis.’ Many people would agree that this is perhaps one of the last areas of language that foreign language learners can master and is very difficult to teach.In most English sentences, the pitch movement at the end is important for meaning. Student frequently find it difficult to repeat long sentences. In this case, the teacher should break the sentence down to bits and build up towards the complete sentence.Because of the importance of intonation of the end of the sentence, it is naturally better to break down from the end rather than the beginning.3.What is the Critical Period Hypothesis?The first few years of life is the crucial time in which an individual can acquire a first language if presentedwith adequate stimuli. If language input does not occur until after this time, the individual will never achievea full command of language—especially grammatical systems.4.What should be our realistic goal of pronunciation?The goal of teaching pronunciation is not to teach learners to achieve a perfect imitation of a native accent, but simply to get the learners to pronounce accurately enough to be easily and comfortably comprehensible to other speakers.5.What is IPA?International Phonetic Alphabet是一套用来标音的系统，以拉丁字母为基础，由国际语音学学会设计来作为口语声音的标准化标示方法。
英语教学法复习完整版
Revision Contents:Unit 1 Language and Learning1. What are the major views of language? What are their implications to language teaching or learning?Structural View: It sees language as a linguistic system made up of various subsystem: from phonological, morphological, lexical, etc. to sentence. Each language has a finite number of such structural items.To learn a language means to learn these structural items so as to be able to understand and produce language.Teaching methods based on this view:the Audio-lingual methodTotal Physical Responsethe Oral ApproachSituational Language Teaching.Audiolingual approach: The teaching of a second language through imitation, repetition, and reinforcement. It emphasizes the teaching of speaking and listening before reading and writing and the use of mother tongue in the classroom is not allowed.The principal features of audiolingualism are an emphasis on structures in the language which can be learned as regular patterns ofverbal behavior and the belief that learning is a process of habit formation.Functional View: It sees language as a linguistic system but also as a means for doing things. Most of our day-to- day language use involves functional activities: offering , suggesting , advising, apologizing, etc. Therefore, learners learn a language in order to do things with it. To perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions.Some of the language learning approaches and methods based on this view of language are: communicative approachesInteractional View: It considers language as a communicative tool, whose main use is to build up and maintain social relations between people. Therefore, learners not only need to know the grammar and vocabulary of the language, but also need to know the rules for using them in a whole range of communicative context.Some of the language learning approaches and methods based on this view of language are: Strategic interaction; communicative approaches.were immediately praised. This method is still used in many parts of the world today.Cognitive theoryIt seems to be largely the result of Noam Chomsky’s reaction to Skinner’s behavioural theory, which led to the revival of structural linguistics.The key point of Chomsky’s theory is reflected in his most famous question: if language is a learned behaviour, how can a child produce a sentence that has never been said by others before.One influential idea is that students should be allowed to create their own sentences based on their understanding of certain rules. This idea is clearly in opposition to the Audio-Lingual Method.According to the cognitive theory, learning is a process in which the learner actively tries to make sense of data. The basic technique associated with a cognitive theory of language learning is the problem-solving task.Constructivist theory--- represented by John DeweyLearning is a complex cognitive process in which the learner constructs meaning based on his or her own experiences and what he /she already knows.Implications for classroom teachingTeaching should be built based on what learners already know and engage learners in learning activities.It is believed that education is used to develop the mind, not just to rotate or recall what is learned.Teachers need to design activities to interact with learners to foster inventive, creative, critical learners.Teachers must balance an understanding of the habits, characteristics as well as personalities of individual learners with an understanding of the means of arousing learners’ interest and curiosity for learning.Socio-constructivist theory ----represented by VygotskyIt emphasizes interaction and engagement with the target language in a social context based on the concept of ‘Zone of Proximal Development’(ZPD) and scaffolding.Learning is best achieved through the dynamic interaction between the teacher and the learner and between learners. With the teacher’s scaffolding through questions and explanations, or with a more capable peers’ support, the learner can move to a higher level of understanding and extend his / her skills and knowledge to the fullest potential.3. Socio-constructivist theory of language learning emphasizestext or conversation and the ability to understand them (ability to express or to understand a topic logically and coherently by effectively employing or comprehending the cohesive markers used in the discourse /ability to initiate, develop, enter, interrupt, check, or confirm in a conversation) Strategic competence--- strategies one employs when there is communication breakdown due to lack of resourcesFluency---- one’s ability to ‘link units of speech together with facility and without strain or inappropriate slowness or undue hesitation Implications for teaching and learning:Linguistic competenceTeachers need to help learners----achieve accuracy in the grammatical forms of the language;----pronounce the forms accurately;----use stress, rhythm, and intonation to express meaning;----build a range of vocabulary;----learn the script and spelling rules;----achieve accuracy in syntax and word formation.Pragmatic competenceTeachers need to help learners---learn the relationship between grammatical forms and functions;---use stress and intonation to express attitude and emotion;---learn the scale of formality;---understand and use emotive tone;---use the grammatical rules of language;---select language forms appropriate to topic, listener, or setting, etc.Discourse competenceTeachers need to help learners----take longer turns, use discourse markers and open and close conversations;----appreciate and be able to produce contextualised written texts in a variety of genres;----be able to use cohesive devices in reading and writing texts;----be able to cope with authentic texts.Strategic competenceTeachers need to enable learners----to take risks in using the language;----to use a range of communicative strategies;----to learn the language needed to engage in some of these strategies, e.g. ‘What do you call a thing that/person who…’FluencyTeachers need to help learners-----deal with the information gap of real discourse;-----process language and respond appropriately with a degree of ease;-----be able to respond with reasonable speed in ‘real time”.3.What is communicative language teaching?Communicative language teaching began in Britain in the 1960s as a replacement to Situational Language Teaching. This was partly in response to Chomsky's criticisms of structural theories of language and partly based on the theories of British functional linguistics, as well as American sociolinguists.The goal of communicative language approaches is to create a realistic context for language acquisition in the classroom. The focus is on functional language usage and the ability to learners to express their own ideas, feelings, attitudes, desires and needs.Open ended questioning and problem-solving activities and exchanges of personal information are utilized as the primary means of communication. Students usually work with authentic materials in small groups on communication activities, during which they receive practice in negotiating meaning.This method is learner-centered and emphasizes communication and real-life situations. The role of the instructor in CLT is quite different from traditional teaching methods. In the traditional classroom, the teacher is in charge and "controls" the learning. In CLT the teacher serves as more of a facilitator, allowing students to be in charge of their own learning.4.Principles in communicative language teachingCommunication principle: Activities that involve real communication promote learning.Task principle: Activities in which language is used for carrying out meaningful tasks promote learning.Meaningfulness principle: Language that is meaningful to the learning supports the learning process.5.Strong version and week versionA weak version: Learners first acquire language as a structural system and then learn how to use it in communication.It regards overt teaching of language forms and functions as necessary means for helping learners to develop the ability to use them for communication.A strong version:Strong version: The strong version claims that ‘language is acquire through communication’. Learners discover the structural system in the process of learning how to communicate.It regards experiences of using the language as the main means or necessary conditions for learning a language as they provide the experience for learners to see how language is used in communication.5. List some of the communicative activities.1) Functional communicative activitiesIdentifying picturesDiscovering identical pairsDiscovering sequence or locationsDiscovering missing informationDiscovering missing featuresDiscovering “secrets”Communicating patterns and picturesCommunicative modelsDiscovering differencesFollowing directionsReconstructing story-sequencesPooling information to solve a problemSome main features of communicativeactivities (Ellis 1990)Students make use of materials6. No materials control Students work by themselves.5. No teacher interventionStudents are free to use all kinds of language forms and skills, not just certain forms given by teacher.4. Variety of languageConcentrate on what to do and what to say in the activity, not how to say certain forms.3. Content, not formA need to do something 2. Communicative desireA need to know something.---’an information gap’1. Communictive purposeThe six criteria7. The Task-based ApproachA task-based approach sees the language process as one of learning through doing. It stresses teaching with communication-focused teaching.The task-based approach aims at providing opportunities for the learners to experiment with and explore both spoken and written language through learning activities which are designed to engage learners in the authentic, practical and functional use of language for meaningful purposes.Task -based Learning offers an alternative for language teachers. In a task-based lesson the teacher doesn't pre-determine what language will be studied, the lesson is based around the completion of a central task and the language studied is determined by what happens as the students complete it.So it aims to provide learners with a natural context for language use．As learners work to complete a task，they have abundant opportunity to interact．Such interaction is thought to facilitate language acquisition as learners have to work to understand each other and to express their own meaning．By so doing，they have to check to see if they have comprehended correctly and，at times，they have to seek clarification．By interacting with others，they get to listen to language which may be beyond their present ability，but which may be assimilated into their knowledge of the target language for use at a later time．Task presented in the form of a problem-solving negotiationbetween knowledge that the learner holds and new knowledge7. What is a task?Any one of the following definitions is ok:A task is “a piece of work undertaken for oneself or for others, freely or for some reward. Thus examples of tasks include painting a fence, dressing a child. In other words, by ‘task’ is meant the hundred and one things people do in everyday life, at work, at play and in between”.-------- Long (1985)[A task is] an activity which require learners to arrive at an outcome from given information through some process of thought, and which allows teachers to control and regulate that process. ------ Prabhu (1987)… a piece of classroom work which involve learners in comprehending, manipulating, producing or interacting in the target language while their attention is principally focused on meaning rather than on form. ----Nunan (1989) Tasks are always activities where the target language is used by the learner for a communicative purpose (goal) in order to achieve an outcome.”A task is an activity in which students use the target language to do3. What is curriculum?A curriculum, however, provides (1) general statements about the rationale about language, language learning and language teaching, (2) detailed specification of aims, objectives and targets learning purpose, and (3) implementations of a program. In some sense, a syllabus is part of a curriculum.Syllabus is often used to refer to something similar to a language teaching approach, whereas curriculum refers to a specific document of a language program developed for a particular country or region.4. 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 adaptability.4) Pay close attention to the learning process, and advocate experiential learning and participation.5. Attach particular importance to formative assessment, and give special attention to the development of competence.6. Optimize learning resources, and maximize opportunities forLockstep refers to the time when all the students are under the control of the teacher. They are all doing the same activity at the same rhythm and pace. Lockstep is adopted when presenting new language, give explanations, check answers, do accuracy-based reproduction, or summarize learning.Advantages:It reinforces a sense of belonging among a group of members. When students are doing the same activity together, everyone feels being together with others.It is good for teachers to give instruction and explanation together and it is an ideal way to show materials and do presentations together.Disadvantages:Everyone is forced to do the same thing at the same time and at the same pace. Individuality is not favored in this sense.Not everyone has the opportunity to express what they want.Some students feel nervous and anxious when they are asked to present in front of the class.It favors the transmission of knowledge from teacher to students rather than students discovering things by themselves.It is not a good way to enhance real communication. Students cannotcommunicate with each other in this sense.2) pair work: the time when students work in pairs on an exercise or task. It could be a dialogue reading, a game or an information-gap task between two students.Advantages:It dramatically increases students’speaking time in each class.It allows students to work together rather than under the teacher’s guidance.It allows teacher’s time to work with the week pair while others are working on their own.It can promote cooperation between students.It can create a more relaxed and friendly context for students to learn.It is relatively quick and easy to organize.DisadvantagesIt is often very noisy and teachers are afraid of losing control of the class.Some students may talk in native language or something not related to the topic. It is not very easy for teachers to monitor every pair.Some students may not like to work with the peers, and they thinkthey can only learn from the teacher. So they refuse to participate in the activities.The choice of a pair is also a problem. Some students don’t like to work with particular partner while someone may dominate all the time.3) group workGroup work refers to the time when students work in small groups.Advantages:Like pair work, it dramatically increases the amount of talk of individual students.There is always a great chance of different opinions and contributions to the work.It also encourages cooperation and negotiation skills among students.It promotes learner autonomy by allowing students to make their own decision rather than follow the teachers.DisadvantagesLike pair work, it is likely to make the classroom very noisy and some teachers feel very uncomfortable with the noise.Not everyone enjoys the work since many of them prefer to work with teachers rather than peers.Some students may dominate the talk while others may be very passive or even quiet all the time.It is difficult for teacher to organize. It may take a longer time for teachers to group students and there may be not enough space for students to move around in classroom.Some groups may finish the task fast while some may be very slow. So teachers need to prepare the optional activities for the quick group and be ready to help the slower ones all the time.4) individual studyIndividual study is the stage where the students are left to work on their own and at their own speed.Advantages:It allows students free time, style and pace to study on their own.It is less stressful compared with whole class work.It can develop learner autonomy and form good learning habits.It can create some peaceful and quiet time in class.DisadvantagesIt does not help a class to develop a sense of belonging. Students learn by themselves and it does not promote team spirit.It may not be very motivating for students.To stimulate recall of informationTo challenge studentsTo assess learning6. Classification of questionsQuestions have been classified using different criteria, mainly based on the level of thinking involved in answering the questions.Closed v.s open--- Closed questions refer to those with only one single correct answer while open questions may invite many different answers.Display v.s genuine--- Display questions are those that the answers are already known to the teacher and they are used in checking if students know the answers, too. Genuine questions are those which are used to find out new information and more communicative.Lower-ordered v.s high-ordered--- Lower-ordered questions refer to those that simply require recalling of information or memorisation of facts while higher-ordered questions require more reasoning, analysis, and evaluation.7. How to deal with errors?The distinction between mistakes and errors:A mistake: a performance error that is either a random guess or a “slip of tongue/pen”, it is a failure performance to a known system. A mistake has nothing to do with the language competence.An error has direct relation with the learners’ language competence. Errors do not result from carelessness nor hesitation, but lack of knowledge in the target language. Language errors cannot be self-corrected.When to correct：accuracy-based activities；fluency-based activitiesHow to correct：Direct teacher correctionIndirect teacher correctionSelf correctionPeer correctionWhole class correctionSelf-correction is encouraged before teacher correction or peer correction because if it is a mistake, the student himself/herself will be able to correct it.Indirect teacher correction is encouraged rather than direct teacher correction to avoid damaging students’ Self esteem and confidence.what order would you teach and practice the sound? On the line tick the steps that you think are necessary. In the brackets, write the order numbers.Focus only on those sounds which are causing difficulty to the students. The following steps may be helpful in teaching the difficult sounds:1) Say the sound alone, but this may be avoided wherever possible.2) Say the sound in a word.3) Contrast it with other sounds if necessary.4) Write words on the board only when it becomes necessary to make your point clearer.5) Explain how to make the sound when necessary.6) Have students repeat the sound in chorus.7) Have individual students repeat the sound.6. List some methods of practicing sounds.Minimal pairsWhich orderOdd one outCompletionSame or different?Unit 7 Teaching Grammar1. Read the following statements about grammar in English learning and decide if you agree with them or not.1) Students need to be given detailed grammar rules if they want to learn a foreign language successfully.2) Children do not learn grammar rules when they acquire their first language, so they do not need them either when learning a foreign language.3) If students get enough chance to practice using a foreign language, they do not need to learn grammar.4) Making students aware of grammatical information is one of the teaching objectives, allowing students opportunities for using the language is just as important.5) Grammar should be taught to help students to analyze difficult structures in texts.6)Teaching and learning grammar should focus on practice rather than the study of grammar itself.7) Grammar should be taught and practiced in context.8) Knowing grammar is not enough for real communication.an isolated way; Little attention is paid to meaning; The practice is often mechanical.However, the deductive method is not without merits. It could be very successful with selected and motivated students. It could save time when students are confronted with a grammar rule which is complex but which has to be learned. It may help to increase student’ confidence in those examinations which are written with accuracy as the main criterion of success.The inductive methodThe teacher provides learner with authentic language data and induces the learners to realize grammar without any form of explicit explanation. It is believed that the rules will become evident if the students are given enough appropriate examples. After presentation, the students are invited to apply the newly presented structure to produce sentences with given visual aids or verbal prompts. The teacher tries to say nothing except to correct when necessary. Finally, but optionally, the teacher may elicit the grammar rule from the students.It is believed that the rules will become evident if the students are given enough appropriate examples.It is believed that the inductive method is more effective inmodels and drills the new grammarcorrects mistakes (self-correction)uses a variety of controlled practice activities, of increasing difficultymakes students thinkuses exercises in the text bookgoes over any problem areasP3The teacher: lets the students produce the language organises free activities with a clear structure and aims monitors and corrects any mistakes later, with studentsWhich P? （Presentation, practice or production）1) Students write a diary about what they did last week (using the past simple). Production2) The teacher uses a timeline to show how to use the past continuous. Presentation3) Students discuss what food they would cook for a foreign friend (using the third conditional).Production4) Students fill in the gaps with the correct form of the present tense. Practice5) The teacher uses flashcards to elicit the correct form of the passive. Practice6) The teacher writes example sentences in a substitution table to show how to form the present perfect. PracticeUnit 8 Teaching Vocabulary1. What does knowing a word involve?1) The form2) How it is pronounced3) How it is spelt4) Denotative meaning5) The connotations that the item may have6) The situations when the word is or is not used7) How the word is related to others8) Collocation or the way that words occur together9) What the affixes may indicate about the meaning? (the prefixesand suffixes)2.Implication for teaching vocabularyWe now understand that knowing a word involves far more than just remembering its pronunciation and translated meaning. As teachers, we need to develop vocabulary learning activities based on our understanding of the lexical system of English to help students learn vocabulary more effectively. The following are some of the implications we can draw: Both denotative and connotative meaning need to be learned;Words are better understood in context;A group of related words is likely to be more memorable than a list of unrelated items, i.e. words learned with synonyms, antonyms or hyponyms;Knowledge of word formation is a useful source for developing vocabulary.Exploring sense relations among/between words help with learning and remembering words.Teachers and learners need to be aware of the difference between receptive and productive vocabulary.3. Receptive vocabulary and productive vocabulary.Receptive /passive vocabulary refers to words that one is able torecognize and comprehend in reading or listening but unable to use automatically in speaking or writing.Productive/active vocabulary refers to those that one is not only able to recognize but also able to use in speech and writing.4. List some ways of presenting new words1) Try to provide a visual or physical demonstration whenever possible, using pictures, stick drawings, photos, video clips, mime or gestures to show meaning.2) Provide a verbal context to demonstrate meaning. Then ask the students to give meaning first before it is offered by the teacher.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, especially with technical words or words with abstract meaning.6) Use word formation rules and common affixes to build new lexical knowledge on what is already known.7) Teach vocabulary in chunks. Chunks refer to a group of words that go together to form meaning. It is also referred to as ‘prefabricated formulaic items’ (Lewis, 2002:121)8) Think about the context in real life where the word might be used. Relate newly-learned language to students’ real life to promote high motivation.9) Think about providing different context for introducing new words.10) Prepare possible misunderstanding or confusion that student may have.6.What does a teacher do after presentation?Try to provide opportunities for students to use multiple senses such as visual, auditory, action, etc, to get familiar with the newly learned words.Engage the students in variety of activities, such speaking, listening, reading, writing or acting, using multiple senses.To create meaningful and personalized tasks for the students to use the words in their own ways.Remember, a word can not be learned by only being presented to the students, often it has to be encountered at least seven times in different contexts/tasks before it can be learned by the students.5. How to consolidate vocabulary?Labeling: Students are given a picture. They are to write the names of objects indicated in the picture.Spotting the difference: Students are put into pairs. Each member of the pair receives a picture which is slightly different from his partner’s. Students hide the pictures from one another and then, by a process of describing, questioning and answering, discover what the differences are.Describe and draw: Students are put in pairs. One student has a picture, the other a blank piece of paper and a pencil. The student with a picture must tell his/her partner what to draw so that the drawing ends up the same as the original picture. The student must not show the picture until the drawing is completed.Playing a gameUsing words series: Students construct the series following an example.Word bingoWord association: The teacher says a key word, e.g. traveling. The students then have to write down all the words they can think of connected with traveling. They have a time limit. When time is up, the person with the highest number of acceptable words is the winner.Synonyms and antonyms: The students are given a list of words。
英语教学法复习重点
1.Views on language: a. Structural view(结构主义) b. Functional view(交际法) c. Interactional view(交往法)1) The structural view结构主义观点:language as a linguistic system made up of various subsystems: from phonological, morphological, lexical, etc. to sentences. Each language has a finite number of such structural items.To learn a language means to learn these structural items so as to be able to understand and produce language.2)The functional view交际法的观点language as a linguistic system but also as a means for doing things. Most of our day-to-day language use involves functional activities: offering, suggesting, advising, apologizing, etc.3)The interactional view交往法的观点Language is a communicative tool, whose main use is to build up and maintain social relations between people. Learners not only need to know the grammar and vocabulary of the language but as importantly they need to know the rules for using them in a whole range of communicative contexts.The interactional view says that to know how to do what one wants to do involves also knowing whether it is appropriate to do so, and where, when and how it is appropriate to do it. In order to know this, the learner has to study the patterns and rules of language above the sentence level to learn how language is used in different speech contexts.2.The qualities of teachers教师素质：ethic devotion; professional qualities; personal styles.municative competence(交际能力组成的5部分): a. linguistic competence b. pragmatic competence c. discourse competence d. strategic competence e. fluency4. Principles of communicative language teaching: a. communication principle b. task principle c. meaningfulness principle5.classification of communicative activities(交际活动的分类): a. functional communicative activities b. social interaction activities6．The role of teacher 教师的角色：a. controller b. assessor c. organizer d. prompter e. participant f. resource-provider 7. Classroom instructions: Classroom instructions refer to the type of language teachers use to organize or guide learning. They include giving directions to tasks or activities, providing explanations to a concept or language structure, setting requirements, checking comprehension, drawing attention, motivating learners, giving feedback, and assigning homework, etc.8. students grouping: a. whole class work b. pair work c. group work d. individual study6\7\81.Three ways to show the stress pattern words, phrases and sentences:1)Use gesture;2)Use the voice;3)Use the blackboard.2.Factors contribute to successful practice:1) pre-learning 2) volume and repetition 3) success-orientation 4) heterogeneity 5) teacher assistance 6) interest3.Grammar practice is usually divided into 2 categories: mechanical practice & meaningful/communicative practice.4.Mechanical practice involves activities that aimed at form accuracy.5.What does it mean to know a word? Knowing a word mans 1) knowing its pronunciation and stress; 2) knowing its spelling & grammatical properties; 3) knowing its meaning; 4) knowing how & when to use it to express the intended meaning.9\10\111. Principles for teaching listening 1).focus on process.2).combine listening with other skills.3).focus on the comprehension of meaning.4).grade difficulty level appropriately.2. Factors that affect the difficulty level of listening tasks, but they fall into 3 main categories:1)type of language used.2）task or purpose in listening.3）context in which the listening occurs.3. Models for teaching reading:1)Bottom-up model.(2)Top-down model 3)Interactive model4.The characteristic are common in successful speaking tasks:1) Maximum foreign talk; 2)Even participation;3)High motivation;4)Right language level.5. Littlewood divides communicative speaking activities into 2 types: Communicative activities: functional communication activities and social interaction activities. It also includes Pre-communicative activities: structural activities andQuasi-communicative activities. Pre-communicative activities are intended to prepare learners for Communicative activities. 6. Pre-reading activities: predicting; setting the scene; skimming; scanning. Skimming means reading quickly to get the gist,e.g.the main idea of the text. Scanning which means to read to locate specific information.7.Some speaking activities：1)controlled activities: mainly focus on form and accuracy; 2)semi-controlled activities: focus on meaning and communication; 3)communicative activities.8. Ur points out that factors that affect the success of role-plays are: 1)the teacher’s enthusiasm;2)careful instructions;3)clear situations and roles; 4)and making sure that the students have the language they will need to carry out the role-play.1.The main procedures of process writing(过程写作)include: Creating a motivation to write; brainstorming; mapping; freewriting; outlining; drafting; editing; revising; proofreading and conferencing.2. Principles can help teachers motivate students to write: 1) Make the topic of writing as close as possible to students’ life.2) Leave students enough room for creativity and imagination. 3) Prepare students well before writing. 4) Encourage collaborative group writing as well as individual writing. 5) Provide opportunities for students to share their writings. 6) Provide constructive and positive feedback. 7) Treat students’’ errors strategically. 8) Give students a sense of achievement from time to time.1.我国英语教学的六个基本原则原先所倡导的中学英语教学的基本原则：1、交际性原则2、阶段侧重原则3、语音词汇语法综合教学原则4、使用和控制使用本族语的原则5、以学生为中心的原则。
(完整word版)英语教学法复习题
山东理工大学成人高等教育英语教学法复习题Ⅰ. Explain the following terms.1）Discourse competence2）Mistake3）Critical period hypothesis4）Implicit knowledge5）Sight vocabulary6）Pragmatic competence7）task8）active vocabulary9）Exercises10）Denotative meaning (of a word)Ⅱ.Fill in the blanks with proper words.1. The elements that contribute to the qualities of a good language teacher can be categorized into three groups: ______________ , ________________ and _______________ .2. Task-based language teaching has stressed the importance to combine _____________ teaching with __________ teaching.3. Questions have been classified using different criteria. For example, it can be classified into _________ and open questions, display questions and _____________ questions, lower-order and _____________ questions.4. There are two kinds of stress that are important to achieving good pronunciation. They are ________ stress and _________ stress.5. In meaningful practice the focus is on ____________ , ___________ or ____________.6. Our realistic goal of teaching pronunciation should be: ________ , _______ and _______.7. Receptive / passive vocabulary refers to words that one is able to _____ and _____ in reading or listening but unable to _______ in speaking or writing.8. Littlewood(1981:20)divides communicative speaking activities into two types: ____ activities and _______ activities.9. The main purpose for reading aloud is to ______ with others while silent reading is for _____ or _______ information.10. The most popul ar teaching stages are three P’s model, which include:_______,________, and___________.11. The theory of learning is referred to as behaviorism, which has three major stages, “______________ , _____________and reinforcement”.12. Grant (1987) designed a _____________ questionnaire, which can be used as checklist when teachers select textbooks for their students.III. Judge the following statements true (T) or false (F).( )1. The main aim of English language teaching is promoting the students “overall l anguageability”.( )2. Students need to be able to write International Phonetic Alphabets. (IPA)( )3. When the teacher joined the students, he should not dominate or appear to be authoritative.( )4. Students need to be given detailed grammar rules if they are to learn a foreign language successfully.( )5. The process approach to writing highlights accurate choice of words, complete sentence structure, paragraph organization and systematic model.( )6. Languages consist of "words" with equivalents from one language to another.( )7.When we read, our eyes are constantly moving from letter to letter, word to word and sentence to sentence.( )8. When the structural view of language was combined with the stimulus-response principles of Behaviouristic psychology, TBLT emerged.( )9. Portfolios may increase the workload of teachers and students, but if used properly, it shouldn’t.Ⅳ. Answer the following questions briefly.1. How do you interpret bottom-up model for teaching reading?2. What does it mean to know a word?3. What does “structural view on language” advocates?4. What do effective readers do?5. What’s the cognitive theory of language learning?6. What are the features of communicative language teaching?7. What are the three steps in helping learners learn to use resources according to Ryan?8. What are the seven intelligences proposed by Gardner? Can you explain them briefly?9. What are the measures for indisciplined acts and badly behaving students suggested by Harmer?参考答案I.1. Discourse competence refers to one’s ability to creat coherent written text or conversation and the ability to understand them.2. A mistake refers to a performance error that is either a random guess or a ‘slip of tongue’, and it is a failure performance to a known system’.3. Critical Period Hypothesis states that if humans do not learn a foreign language before a certain age(perhaps around puberty),then due to changes such as maturation of the brain, it becomes impossible to learn the foreign language like a native speaker.4. implicit knowledge refers to knowledge that unconsciously exists in our mind, which we can make use of automatically without making any effort.5. Words that one is able to recognize immediately are often referred to as sight vocabulary.6. It is concerned with the appropriateness use of the language in social context. The choice of the vocabulary and structure depends on the setting, the relative status of the speakers, and their relationships.7. Task has four main components: a purpose, a context, a process, a product.8. Active vocabulary refers to words that one is not only able to recognize and comprehend but also able to use automatically in speaking and writing.9. the activities which focus on individual aspects of language, such as vocabulary, grammar or individual skills.10. Denotative meaning of a word or a lexical item refers to those words that we use to label things as regards real objects in the physical world.II.1. ethic devotion, professional qualities, personal styles2. form-focused, communication-focused3. closed, genuine, higher-order4. word-level stress, phrase-level / sentence-level stress5. production, comprehension, exchange of meaning6. consistency, intelligibility, communicative efficiency7. recognise, comprehend, use automatically8. functional communication, social interaction9. share information, getting, extracting10. Presentation, practice and production11. Stimulus, response12. Three-partⅢ.1. T2. F3. T4. F5. F6. F7. F8. F9. TⅣ.1. Some teachers teach reading by introducing new vocabulary and new structuresfirst and then going over the text sentence by sentence. This is followed by some questions and answers and reading aloud practice. This way of teaching reading reflects the belief that reading comprehension is based on the understanding and mastery of all the new words, new phrases, and new structures as well as a lot of reading aloud practice. Also, this reading follows a linear process from the recognition of letters, to words, to phrases, to sentences, to paragraphs, and then to the meaning of the whole text.2. 1) Knowing a word means knowing its pronunciation and stress; 2) knowing a word means knowing its spelling and grammatical properties; 3) knowing a word means knowing its meaning; 4) knowing a word mean knowing how and when to use it to express the intended meaning.3. Watson and Raynor formulated a stimulus-response theory of psychology, in which all complex forms of behavior are seen as composed of simple muscular and glandular elements that can be observed and measured. They claimed that emotional reactions are learned in much the same way as other skills. The key point of the theory of conditioning is that “you can train an animal to do anything if you follow a certain procedure which has three major stages, stimulus, response, and reinforcement.Based on the theory of conditioning, Skinner suggested language is also a form of behavior. It can be learned the same way as an animal is trained to respond to stimuli. This theory of learning is referred to as behaviorism.4. They have a clear purpose in reading;read silently;read phrase by phrase,rather than word by word;concertrate on the important bits,skim the rest,and skip the insignificant parts;use different speeds and strategies for different reading tasks; perceive the information in the target language rather than mentally translate; guess the meaning of new words from the context, or ignore them; have and use background information to help understand the text.5. W hat’s the cognitive theory of language learning?According to Chomsky, language is not a form of behavior, it is an intricate rule-based system and a large part of language acquisition is the learning of this system. There are a finite number of grammatical rules in the system and with a knowledge of these rules an infinite number of sentences can be produced. A language learner acquires language competence, which enables him to produce language. Though Chomsky’s theory is not direc tly applied in language teaching, it has had a great impact on the profession. One influential idea is that students should be allowed to create their own sentences based on their understanding of certain rules.6. What are the features of communicative language teaching?Based on the concept of communicative competence and aiming at developing such competence, communicative language teaching has the following features:1) It stresses the need to allow students opportunities for authentic and creative use of the language.2) It focuses on meaning rather than form.3) It suggests that learning should be relevant to the needs of the students.4) It advocates task-based language teaching. Students should be given tasks toperform or problems to solve in the classroom.5) It emphasizes a functional approach to language learning. Also, to be competent in the target language, learners should acquire not only linguistic knowledge, but also the culture of that language.7. What are the three steps in helping learners learn to use resources according to Ryan ?The first step is a consciousness-raising discussion of available resources. The teacher can ask the students to discuss and share what resources they use to extend learning outside the classroom. Then the teacher will model by presenting and practicing some techniques to exploit resources: gathering information from newspapers in readily understandable form or using photos and names in headline to predict the contents of articles. Finally, the teacher can introduce the theoretical assumptions underlying the selection of resources and techniques.8. What are the seven intelligences proposed by Gardner? Can you explain them briefly?Verbal/Linguistic Intelligence: the ability to use words effectively, both orally and in writing.Musical Intelligence: sensitivity to rhythm, pitch, and melody.Logical/Mathematical Intelligence: the ability to use numbers effectively and reasons as well.Spatial/Visual Intelligence: sensitivity to form, space, color, line, and shape. Bodily/Kinesthetic Intelligence: the ability to use the body to express ideas and feelings, and to solve problems.Interpersonal Intelligence: the ability to understand another person’s mood, feelings, motivation, and intentions.Intrapersonal Intelligence: the ability to understand yourself, your strength, weakness, moods, desires, and intentions.9. What are the measures for indisciplined acts and badly behaving students suggested by Harmer?1) Act immediately. If possible, indisciplined acts should be immediately stopped so that less damages is caused. The longer a disciplined problem is left unchecked, the more difficult it is to taken action.2) Stop the class. If the discipline is so disruptive as to hinder the progress of the whole class, the teacher should stop the class and make it clear what is wrong.3) Rearrange the seats. If troublesome students are sitting together, the teacher should separate them. Besides, if students are moved to the front of the class they may behave better.4) Change the activity. If the class seems to be getting out of control, or if indiscipline occurs due to inappropriacy of the activity, a change of activity will often restore the class.5) Talk to students after class. If a student is continually making trouble, the teacher should talk to that student after class. The student should be given a chance to explain why he/she behaves in this way.6) Use the instruction. When problems become extreme it will be necessary to usethe institution—the school or institute—to solve the problem.。
英语教学法复习要点
英语教学法复习要点1.Structural view on language：The structural view of language sees language as a linguistic system made up of various subsystems: the sound system(phonology);the discrete units of meaning produced by sound combinations(morphology), and the system of combining units of meaning for communication(syntax). Each language has a finite number of such structural items. To learn a language means to learn these structural items so as to be able to understand and produce language. When this structural view of language was combined with the stimulus-response principles of behavioristic psychology, the audiolingual approach to language learning emerged.2.Interactional view on language：The interactional view considers language to be a communicative tool, whose main use is to build up and maintain social relations between people. Therefore, learners not only need to know the grammar and vocabulary of the language but as importantly they need to know the rules for using them in a whole range of communicative contexts.municative competence：The goal of CLT is to develop students' communicative competence, which includes boththe knowledge about the language and the knowledge about how to use the language appropriately in communicative situations.There are five main components of communicative competence: linguistic competence, pragmatic competence, discourse competence, strategic competence, fluency4.Task in English language teaching：Task-based Language Teaching is a further development of Communicative Language Teaching. It shares the same beliefs,,as language should be learned as close as possible to how it is used in real life. However, it has stressed the importance to combine form-focused teaching with communicative-focused teaching.5.Overall language ability：• Learning:cognitive; self management; communication; resourcing•Language learning: listening; speaking; reading; writing • Language: phonetics; grammar; vocabulary; functions; topics• Cultural: knowledge; understanding; awareness• Affect: international; perspectives; patriotism; confidence; motivationponents of a lesson plan：background information; teaching aims; language contents and skills; stages and procedures; teaching aids; end of lesson summary; optional activities and assignments; after-lesson reflection.7.The role of the teacher：controller, assessor, organizer, prompter, participant, resource-provider, facilitators, guides, researchers8.Errors and mistakes：a mistake has nothing to do with the language competence, but a result from a temporary breakdown. When a mistake is challenged or given enough attention, it can be self-corrected. An error has direct relation with the learners' language competence. Errors do not result from carelessness nor hesitation, but lack of knowledge in the target language. Language errors cannot be self-corrected no matter how much attention is given. 9.The goal of teaching pronunciation：Consistency: the pronunciation should be smooth and natural; Intelligibility: the pronunciation should be understandable to the listeners; Communicative efficiency: the pronunciation should help convey the meaning that is intended by the speaker.10.Principles for teaching speaking：balancingaccuracy-based with fluency-based practices; contextualising practice; personalising practice; building up confidence; maximising meaningful interactions; helping students develop speaking strategies; making the best use of classroom learning environment to provide sufficient language input and practice for the students.11.Mechanical practice：involves activities that are aimed at form accuracy. By doing mechanical practice, the students pay repeated attention to a key element in a structure. Substitution and transformation drills are most frequently used in mechanical practice.12.Meaningful practice：in meaningful practice, the focus is on the production, comprehension or exchange of meaning though the students 'keep an eye on' the way newly learned structures are used in to process. Meaningful practice usually comes after mechanical practice.13.The deductive method：relies on reasoning, analyzing and comparing. Frist, the teacher writes an example on the board or draws attention to an example in the textbook. Then the teacher explains the underlying rules regarding the forms and positions of certain structural terms. Sometimes,comparisons are made between the native language and the target language or between the newly presented structure and previously learned structure. Finally, the students practice applying the rule to produce sentences with given prompts.14.Guided discovery method：The guided discovery method is similar to the inductive method in that the students are induced to discover rules by themselves but different in that the process of the discovery is carefully guided and assisted by the teacher and the rules are then elicited and taught explicitly. There are two key theoretical issues related to this method: the role of explicit knowledge in language learning and the value of discovery as a general method of learning.15.Knowing a word：Knowing a word means knowing its pronunciation and stress; its spelling and grammatical properties; its meaning; how and when to use it to express the intended meaning.16.Vocabulary consolidation activities：labelling; spot the difference; describe and draw; play a game; use word series; word bingo; word association; find synonyms and antonyms; categories; using word net-work17.Connotative meaning of a word：A connotative meaning ofa word refers to 'the attitudes or emotions of a language user in choosing a word and the influence of these on the listener or reader's interpretation of the word. These would include words that may express a positive or negative attitude or subtle feelings towards something.18.Denotative meaning of a word：Denotative meaning of a word of a lexical item refers to those words that we use to label things as regards real objects, such as a name or a sigh, etc. in the physical world. This is usually the primary meaning of a word and may seem relatively easy to learn.19.Vocabulary learning strategies：review regularly, guess meaning from context, organize vocabulary effectively, usea dictionary, manage strategy use20. Top-down model of listening：In the top-down model, listening for gist and making use of the contextual clues and background knowledge to construct meaning are emphasized.21.Bottom-up model of listening：In the bottom-up model, listening comprehension is believed to start with sound and meaning recognitions. In other word, 'we use information in the speech itself to try to comprehend the meaning'.Listeners construct meaning of what they hear based on the sound they hear. This process of listening expects the listener to have a very effective short-term memory as they have to make sense of every sound in order to figure out the meaning of words, phrases and structures. If there are unfamiliar sounds, listeners will find it very hard to keep up with the speaker.22.Sight vocabulary：Words that one is able to recognise immediately are often referred to as sight vocabulary. In other words, your sight vocabulary will be those words that you can recognise with both sounds and meanings without special effort from your brain.23.Interactive model for teaching reading：24.The transition device：The way to transfer information from one form to another is called a transition device. Some transition devices that are often used in teaching reading are: pictures, drawings, maps, tables, tree diagrams, cyclic diagrams, pie charts, bar charts, flowcharts, chronological sequence, subtitles and notes. Most of the transition devices listed above make use of visual aids so that information in text form is visualized.The purpose of transition device:•Focus attention on the main meaning of the text;•Be able to simplify sophisticated input so that it becomes the basis for output;•Allow students to perform tasks while they are reading;•Highlight the main structural organization of a text/part of a text, and show how the structure relates to meaning; •Involve all the students in clearly defined reading tasks;•Precede one step at a time;•When a TD is completed, use it as a basis for further oral and/or written language practice.25.A communicative approach to writing：It acknowledges that mechanical writing activities do not by themselves motivate students. To motivate students, it is necessary to engage them in some act of communication. This means either writing for a specific recipient, or engaging in an act of creative writing where their work is intended to be read by other people, in other words, an intended audience. In short, students can be motivated by authentic writing tasks that have some communicative elements.26.The process approach to writing：creating a motivation to write, brainstorming, mapping, freewriting, outlining, drafting, editing, revising, proofreading, conferencing。
英语教育专业教学法期末复习内容(1)
一.教学法流派：1）直接法：对待学生错误的态度:the direct method ,Errors are regarded natural and avoidable and can be self-collected.2）听说法：对待学生错误的态度；audio-lingual methodErrors should be corrected once discovered or spotted.全身反应法的定义The teacher gives the instruction and the students do the action as asked.With TPR the children listen to their teacher telling them what to do and then do it认知法的特征：主张创造性学习和对规则的学习；Rules learning and creative learning are very important .3）自然途径：克拉申，输入理论；情感过滤假设：内在动机，外在动机，工具性动机，综合性动机；情感因素The Natural ApproachA.Krashen’s five theories1. Learning and acquisition theoryLearning is a conscious process while acquisition is a subconscious process.2. Input theory△Input should be comprehensible△Ideal input should meet the 4 requirements: comprehensible, relevant and interesting, adequate, notgrammatically sequenced.△i+1 formula: I stands for the learner’s present language level. The input should be a little beyond the learner’s present language level.3.The affective filter hypothesisAffective factors such as interest, motivation, attitude, anxiety, self-image,self-concept, self-esteem and so on affect the result of language learning like a filter. When the motivation is strong, the filtering effect is weak, the learning result will be better; when the anxiety and self-esteem are strong, then the filter effect will be strong too, and the learning result will be worse.Input-filter-LAD-practice-acquired ability4.Kinds of motivation:integrative motivation:indicates an interest in learning the language to meet and communicate with members of the second language community.instrumental motivation: refers to the practical and pragmatic one of learning the second language. Nowadays in China it is instrumental motivation that plays a major part.intrinsic motivation : has something to do with one’s real need extrinsic motivation.:is connected with external stimuli,including something like achievement, parents and teacher’s expectation and so on.5.Affective Factors--- motivation, self-confidence, self-esteem, anxiety, attitude interestCognitive Factors--- intelligence, aptitude sex age pesonality 6.交际法：交际教学的三个特征；Three feature of CLT（communicative approach are rmation gap. 2.feedback 3.choice.4.交际法的教学目标；the purpose of CLT is to develop student’s ability to use target language appropriately in a given social context.4）哪些活动属于交际性活动，哪些属于前交际活动；哪些属于机械性活动；Communicative activities: 1.problem-solving 2. discussion 3.debates 4.interview 5.fluency-focused games 6.ninformation gap activityPre-communicative activity:1. reading aloud 2.read after 3.immititation 4.pattern drill 5.transformation drill substitution drill (机械性活动)机械性活动属于前交际性活动，而前交际性活动属于非交际性活动。
(完整版)英语教学法知识点整理
1, Structural view of Ian guage sees Ian guages as a lin guistic system made up of various subsystems (Larser-Freeman&Long):Phono logy, morphology, syn tax.语言的结构观把语言看作是由各种子系统组成的语言系统(弗里曼&朗)：音位学、形态学、句法。
2, Fun cti onal view: com muni cative n eeds of the lear ner (Joh nson and Marrow), the functional view not only sees Ianguages as alinguistic system but also a means for doing things. Most of ourday-to-day Ianguage use invoIves functional activities: offering,suggesti ng, advis ing, and apologiz ing.功能观：学习者的交际需求(约翰逊和马罗)，功能观不仅把语言看作一种语言系统，而且把语言看作一种做事的手段。
我们日常使用的大部分语言都涉及功能性活动：提供、建议和道歉。
3，In teractio nal view: the in teractio nal view con siders Ian guage to bea com muni cative tool, whose main use is to build up and maintainsocial relati ons betwee n people.互动观：互动观认为语言是一种交际工具，其主要作用是建立和维护人与人之间的社会关系。
4，Behaviourist theory: the way huma n acquires Ian guage (Harmer).Based on their experime nts, Wats on and Raynor formulated astimulus-response theory of psychology. The key point of thetheory of conditioning is that “you can train an animal to doanything（within reason） if you follow a certain procedure whichhas three major stages, stimulus, resp on se, and reinforcement ”（Harmer）行为主义理论：人类获取语言的方式（哈默）。
(完整)小学英语教学法教程第二版期末复习知识点,推举文档
(完整)小学英语教学法教程第二版期末复习知识点,推举文档.docx《小学英语教学法教程》期末复习知识点Unit1 children as language learners1、How do children acquire their first language in general?（p2） By imitations 、repetitions 、listening to stories ......Discussion point : language learning is a socializingprocess,interaction and experimenting with the language in communication are important ways for language learning2、What are the differences and similarities between learning L1 and L2?(p6D:the length of time 、 opportunities for experimenting with language S:Rich context and input ,opportunities for using thelanguage ,interaction withothers ,etc.are important in learning any languages .3、Children ’s characteristics/suggestions for teachers(p10)4、Ways to nurture children ’s motivation (p11 五点会推断即可 )5、P12 discussion point 、p20 1.5.1 (明白、会推断即可 )6、How do you understand humanistic education?(p21-22 ) Humanistic education requires teachers to treat children as human beings who have their own thoughts and needs.Teachers should never try to force their ideas into children ’s minds and should always try to think the same level as children.Discussion point : Children need to learn to try new languages and become independent learners.7、What is a good primary English teacher like?P24: you should be competent in English ,need to be good at usingdifferent teaching techniques which work with children ,need to be versatile,need to be able to organize games and activities.P25:need to understand how children think and learn ,need to care for the whole child ,need to help children to develop in an all round way .......A good primary school English teacher need to develop competence in at least three areas :the English language ,the understanding of children ,the techniques and methods for teaching English to children . Unit2 understanding the national English curriculum1、overall aim for English language teaching (p42)(九年制义务教学英语教学目标 )AffectLearning strategiesLanguage skillsLanguage knowledgeCultural understanding2、P43 小学英语教学时期目标（三个小黑点部分）Unit 3 classroom management1、What is classroom management?(p65)Classroom management refers to the way teachers organize whathappens in the classroom .2、What influence children ’s learning?(p65)Attitudes and motivation3、Two kinds of motivations(p66)Intrinsic and extrinsic motivations4、Some good ideas for motivating children in learning English（p69-70）5、Lesson planning (p71)Reasons p71-72(a-l)Advantages first of all,p71discussion point (第一段 ) ,moreover, ,thirdly,,last,6、Principles of lesson planning(1)clear aims or objectives(2)enough variety(3)with flexibility（p76）7、Why don’twe teach children in English?(p79三个小黑点部分)8、Five steps towards better instructions (p82)9、Types of question classification(p87)Closed and open questionsDisplay and genuine questionsLower-order and higher-order questions10、Some tips for engaging pupils to ask questions in class （p89-90）11、Some suggestions on creating good learning atmosphere （p94 小黑点部分）12、P95 discussion point( 教师备课时应思考的因素（小黑点部分）、课堂中有学生创造烦恼时能够采取的方法（1）-（6）)13、Teaching large classes大班教学Problems:p98 discussion point14、Four forms of interactions (p100)Whole class workPair workGroup workIndividual study15、Activitiesstirring and settling activities(p108)physically-engaged and mentally-engaged activities(p110)16、We should think about three phases of an activity when we organizeit. (111)The preparation phase,the main activity phase,the follow-up or consolidation phase17、the differences between an error and a mistake(p115)A mistake refers to a performance error that is either a random guess or a “slip of tongue”,and it is a fail ure performance to a known system .A mistake has nothing to do with the language competence, it results from carelessness or temporary breakdown and it can be self-corrected.An error has direct relation with the learners’language competence,it results from the lack of knowledge in the target language and it can ’tbe self-corrected .Unit4 teaching vocabulary ,grammar and pronunciation1、p129 In most beginning level primary English text books,vocabulary is often presented with pictures and illustrations.2、What does knowing a word involve?(p130)Word meaning ( meaning in context ,some relations)Word use(metaphor and idiom,collocation,style and register)Word information (parts of speech,prefixes and suffixes,spelling and pronunciation)Word grammar (noun:countable/uncountable,verb complementation/ phrasal verbs,etc,adjectives and adverbs ,position,etc.(p130 discussion point 是对上面的解释）3、What methods/techniques can be used to present new words?(p131) Using real objectsUsing pictures or illustrationsProviding demonstration or givingexamples Involving learners in actionsP133 An important principle that we should bear in mind is that “studentsneed to see words in context to s ee how they are used”.In other words,they need to “see or hear those words inaction ”.Therefore,the best way to present new words is to provide a meaningful context andgive children the chance to observe,to think ,to act .4、What activities can be used for practicing vocabulary?(p133-134) Look and match,Listen and point,The odd one out/which one is different? Put the words into boxes,Tape recorder,Bingo game5、p135 discussion point 第三段 Cameron and Nation 两个人的观点6、Principles in teaching grammar p138四个小黑点部分7、How should grammar be presented? p138-139deductive (演绎 )or inductive（归纳）P139 两个例子分不是演绎法和归纳法的教学，要会推断这两种办法。
英语教学法复习提纲（5篇）
英语教学法复习提纲（5篇）第一篇：英语教学法复习提纲A Course in English Language TeachingA General Review1.What is language? Do you know the views on language and the views on language learning? What are they?2.What is macro planning?3.What does communicative competence imply?4.Why is lesson planning necessary?5.Do you know principles for good lesson planning? What are they?6.What are the components of a lesson plan?7.What roles do teachers play in the classroom?8.Can you name the most common students grouping?9.Can you explain the deductive method（演绎法）and the inductive method（归纳法）for grammar teaching?10.What activities can we do to consolidate vocabulary?11.What do we listen to in everyday life?12.What are the characteristics of the listening process?13.What are the principles for teaching listening?14.What are the principles for designing speaking activities?15.What are the principles and models for teaching reading?16.What are the common types of activities in teaching reading?17.Can you explain “A communicative approach to writing” and “A process approach to writing”?18.Why should we integrate the four skills?19.How can we integrate the four skills?What do you think are the purposes of assessment?第二篇：英语教学法复习提纲小学英语教学法复习提纲第一章1.小学生学习外语的特点：（1）模仿力强、记忆力好、勇于开口；（2）活泼好动，想像力丰富，富于创造力，喜欢新事物，乐于参加活动；（3）喜欢动身、动手、动脑做事情；（4）喜欢容易达到的学习目标；（5）精力集中时间比较短；（6）注意力较易分散，自我管理能力不强（7）理解复杂的语言指令还有一定的困难；（8）学习的目的性不如成人那样强，快乐时才会学习；（9）.语言规则分析能力较差2.小学英语教学的主要任务：通过听、说、看、玩、唱等一系列的教学活动，对学生进行听说读写的基本训练，激发学生学习英语的兴趣和动机，培养良好的学习习惯，使学生获得一些英语的感性知识，打下较好的语音基础，学习一定量的词汇，接触一定量的日常交际用语，从而具有以听说能力为主的初步交际能力，同时在英语学习过程中受到良好的思想品德教育，个性得到健康和谐的发展。
王蔷《英语教学法教程》总复习资料
Revision Contents:Unit 1 Language and Learning1. What are the major views of language? What are their implications to language teaching or learning?Structural View: It sees language as a linguistic system made up of various subsystem: from phonological, morphological, lexical, etc. to sentence. Each language has a finite number of such structural items.To learn a language means to learn these structural items so as to be able to understand and produce language.Audiolingual approach: The teaching of a second language through imitation, repetition, and reinforcement. It emphasizes t he teaching of speaking and listening before reading and writing and the use of mother tongue in the classroom is not allowed.The principal features of audiolingualism are an emphasis on structures in the language which can be learned as regular patterns of verbal behavior and the belief that learning is a process of habit formation.Functional View:It sees language as a linguistic system but also as a means for doing things. Most of our day-to- day language use involves functional activities: offering, suggesting, advising, apologizing, etc. Therefore, learners learn a language in order to do things with it. To perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the municative approaches are based on this view of language.Interactional View: It considers language as a communicative tool, whose main use is to build up and maintain social relations between people. Therefore, learners not only need to know the grammar and vocabulary of the language, but also need to know the rules for using them in a whole range of communicative context.Some of the language learning approaches a nd methods based on this view of language are: Strategic interaction; communicative approaches.2. What are the major Views on language learning? What are their implications to language teaching?Behaviouralist theoryBased on the theory of conditioning, Skinner suggested language is also a form of behaviour. It can be learned the same way as an animal is trained to respond to stimuli. This theory of language learning is referred to as behaviouralism, which was adopted for some time by the language teaching profession, particularly in America.One influential result is the audio-lingual method, which involves endless “listen and repeat”drilling activities. The idea of this method is that language is learned by constant repetition and the reinforcement of the teacher. Mistakes wereimmediately corrected, and correct utterances were immediately praised. This method is still used in many parts of the world today.Cognitive theoryIt seems to be largely the result of Noam Chomsky?s reaction to Skinner?s behavioural theory, which led to the revival of structural linguistics.The key point of Chomsky?s theory is reflected in his most famous question: if language is a learned behaviour, how can a child produce a sentence that has never been said by others before.One influential idea is that students should be allowed to create their own sentences based on their understanding of certain rules. This idea is clearly in opposition to the Audio-Lingual Method.According to the cognitive theory, learning is a process in which the learner actively tries to make sense of data. The basic technique associated with a cognitive theory of language learning is the problem-solving task.Constructivist theory: Learning is a complex cognitive processin which the learner constructs meaningbased o n his or her own experiences and what he /she already knows.Implications for classroom teachingTeaching should be built based on what learners already know and engage learners in learning activities.It is believed that education is used to develop the mind, not just to rotate or recall what is learned.Teachers n eed to design activities to interact with learners to foster inventive, creative, critical learners.Teachers must balance an understanding of the habits, characteristics as well as personalities of individual learners with an understanding of the means of arousing learners? interestand curiosity for learning.Socio-constructivist t heory: It emphasizes interaction and engagement with the target language in a social context based on the concept of ‘Zone of Proximal Development’(ZPD) and scaffolding.Learning is best achieved through the dynamic interaction between the teacher and the learner and between learners. With the teacher?s scaffolding through questions and explanations, or with a more capable peers?support, the learner can move to a higher level of understanding and extend his / her skills and knowledge to the fullest potential.Unit 2 Communicative Principles and Activities1. The goal of CLT is to develop students? communicative competence.2.What is communicative compentence? Try to list some of its components andtheir implication to teaching.Communicative compentence refers to both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations.According to Hedge, it includes five components.Linguistic competence--- knowledge of the language itself, its form and meaningPragmatic competence--- the appropriate use of language in social context Discourse competence --- one?s ability to create coherent written text or conversation and the ability to understand them (ability to express or to understand a topic logically and coherently by effectively employing or comprehending the cohesive markers used in the discourse /ability to initiate, develop, enter, interrupt, check, or confirm in a conversation)Strategic competence--- strategies one employs when there is communication breakdown due to lack of resourcesFluency---- one?s a bility to ,link units of speech together with facility and without strain or inappropriate slowness or undue hesitationImplications for teaching and learning:Linguistic competenceTeachers need to help learners----achieve accuracy in the grammatical forms of the language;----pronounce the forms accurately;----use stress, rhythm, and intonation to express meaning;----build a range of vocabulary;----learn the script and spelling rules;----achieve accuracy in syntax and word formation.Pragmatic competenceTeachers need to help learners---learn the relationship between grammatical forms and functions;---use stress and intonation to express attitude and emotion;---learn the scale of formality;---understand and use emotive tone;---use the grammatical rules of language;---select language forms appropriate to topic, listener, or setting, etc.Discourse competenceTeachers need to help learners----take longer turns, use discourse markers and open and close conversations;----appreciate and be able to produce contextualised written texts in a variety of genres;----be able to use cohesive devices in reading and writing texts;----be able to cope with authentic texts.Strategic competenceTeachers need to enable learners----to take risks in using the language;----to use a range of communicative strategies;----to learn the language needed to engage in some of these strategies, e.g. ,What do you call a thing that/person who…？FluencyTeachers need to help learners-----deal with the information gap of real discourse;-----process language and respond appropriately with a degree of ease;-----be able to respond with reasonable speed in ,real time”．3.What is communicative language teaching?Communicative language teaching began in Britain in the 1960s as a replacement to Situational Language Teaching. This was partly in response to Chomsky's criticisms of structural theories of language and partly based on the theories of British functional linguistics, as well as American sociolinguists.The goal of communicative language approaches is to create a realistic context for language acquisition in the classroom. The focus is on functional language usage and the ability to learners to express their own ideas, feelings, attitudes, desires and needs.Open ended questioning and problem-solving activities and exchanges of personal information are utilized as the primary means of communication. Students usually work with authentic materials in small groups on communication activities, during which they receive practice in negotiating meaning.This method is learner-centered and emphasizes communication and real-life situations. The role of the instructor in CLT is quite different from traditional teaching methods. In the traditional classroom, the teacher is in charge and "controls" the learning. In CLT the teacher serves as more of a facilitator, allowing students to be in charge of their own learning.4.Principles in communicative language teachingCommunication principle: Activities that involve real communication promote learning.Task principle: Activities in which language is used for carrying out meaningful tasks promote learning.Meaningfulness principle: L anguage that is meaningful to the learning supports the learning process.5.Strong version and week versionA weak version:Learners first acquire language as a structural system and then learn how to use it in communication.It regards overt teaching of language forms and functions as necessary means for helping learners to develop the ability to use them for communication.A strong version:Strong version: The strong version claims that ,language is acquire through communication?. Learners discover the structural system in the process of learning how to communicate.It regards experiences of using the language as the main means or necessary conditions for learning a language as they provide the experience for learners to see how language is used in communication.5. List some of the communicative activities.1) Functional communicative activitiesIdentifying picturesDiscovering identical pairsDiscovering sequence or locationsDiscovering missing informationDiscovering missing featuresDiscovering “secrets ”Communicating patterns and picturesCommunicative modelsDiscovering differencesFollowing directionsReconstructing story-sequencesPooling information to solve a problem2) Social interaction activitiesRole-playing through cued dialoguesRole-playing through cues and informationRole-playing through situation and goalsRole-playing through debate and discussionLarge-scale simulation activitiesimprovisation6. Main features communicative activities7. The Task-based ApproachA task-based approach sees the language process as one of learning through doing. It stresses the importance to combine form-focused teaching with communication-focused teaching.The task-based approach aims at providing opportunities for the learners to experiment with and explore both spoken and written language through learning activities which are designed to engage learners in the authentic, practical and functional use of language for meaningful purposes.Task -based Learning offers an alternative for language teachers. In a task-basedSome main features of communicativeactivities (Ellis 1990)Students make use of materials 6. No materials controlStudents work by themselves.5. No teacher intervention Students are free to use all kinds of language formsand skills, not just certain forms given by teacher.4. Variety of language Concentrate on what to do and what to say in the activity, not how to say certain forms.3. Content, not formA need to do something 2. Communicative desireA need to know something.---?an information gap ?1. Communictivepurposenotes The six criterialesson the teacher doesn't pre-determine what language will be studied, the lesson is based around the completion of a central task and the language studied is determinedby what happens as the students complete it.So it aims to provide learners with a natural context for language use．As learners work to complete a task，they have abundant opportunity to interact．Such interactionis thought to facilitate language acquisition as learners have to work to understand each other and to express their own meaning．By so doing，they have to check to seeif they have comprehended correctly and，at times，they have to seek clarification．By interacting with others，they get to listen to language which may be beyondtheir present ability，but which may be assimilated into their knowledge of the target language for use at a later time．Task presented in the form of a problem-solving negotiation between knowledgethat the learner holds and new knowledge7. What is a task?Any one of the following definitions is ok:A task is “a piece of work undertaken for oneself or for others, freely or for some reward. Thus examples of tasks include painting a fence, dressing a child. In other words, by ,task? is meant the hundred and one things people do in everyday life, at-------- Long (1985)work, at play and in between”．[A task is] an activity which require learners to arrive at an outcome from given information through some process o f thought, and which allows teachers t o controland regulate that process. ------ Prabhu (1987)… a piece of classroom work which involve learners in comprehending, manipulating, producing or interacting in the target language while their attention is principally focused on meaning rather than on form. ----Nunan (1989)Tasks are always activities where the target language is used by the learner for a communicative purpose (goal) in order to achieve an outcome.”A task is an activity in which students use the target language to do something, usually with a non-linguistic purpose.8. A task is believed to have four components: a purpose, a context, a process, and a product.9. What is PPP model?In this model, a language classroom consists of three stages: Presentation of new language item in a context---controlled practice (drilling, repetition, dialogue reading, etc)---production of the language in a meaningful way (a role-play, a drama, an interview, etc.)10. A task-based language classroom consists of three stages. They are pre-task stage, the stage of task cycle, and the stage of language focus.Unit 31. The overall language ability required in the 2001 National English Curriculum includes the following aspects language knowledge, language skills, learning strategies, affects and cultural understanding.2. What is a syllabus?A syllabus is a specification of what takes place in the classroom, which usually contains the aims and contents of teaching and sometimes contains suggestions of methodology.3. What is curriculum?A curriculum, however, provides (1) general statements about the rationale about language, language learning and language teaching, (2) detailed specification of aims, objectives and targets learning purpose, and (3) implementations of a program. In some sense, a syllabus is part of a curriculum.Syllabus is often used to refer to something similar to a language teaching approach, whereas curriculum refers to a specific document of a language program developedfor a particular country or region.4. Designing principles for the National English Curriculum1) Aim for educating all students, and emphasize quality-oriented education.The English curriculum aims education for all students and stresses quality-oriented education. The new standards particularly show concerns over students?affective needs as well as other learning needs in order to stimulate their interests in learning, help them experience the sense of success, and gain self-confidence in learning. Its overall objective is to develop students’comprehensive abilities in using the language and to improve their cultural quality, to develop their practical skills, as well as to cultivate their creative spirit.2) Promote learner-centeredness, and respect individual differences.Students?overall development is the motivation and goal of the English curriculum. Therefore, its objective, the teaching process, the assessment procedures as well as the development of teaching resources should all reflect the principle of learner-centered approach. Classroom teaching should become a process during which students are guided by the teachers in constructing knowledge, developing skills, being active in thinking, demonstrating personal characters, d eveloping intelligence and broadening their views and visions. Teaching should take full consideration of students?individual differences in learning process and their learning styles and teaching should be flexible in using teaching methods, resources and ways of assessment so as to make teaching beneficial to all kinds of students.3. Develop competence-based objectives, and allow flexibility and adaptability.The overall aim of the curriculum or nine-year compulsory education is to develop students? comprehensive abilities in language use. Such abilities are grounded in the development of language skills, language knowledge, affects, cultural awareness and learning strategies. The English curriculum for nine-year compulsory education together with the related senior high school English curriculum divide the English teaching objectives into nine levels. Each level is described in terms of what students can do with the language. It is thus designed to reflect the progressive nature of students?language development during the process of school education so as to ensure the integrity, flexibility and openness of the curriculum.4) Pay close attention to the learning process, and advocate experiential learning andparticipation.Modern foreign language teaching emphasizes the learning process and advocates the use of different teaching approaches a nd methods for the purpose of facilitating students? language development.During the process of learning English in nine-year compulsory education, students should be encouraged to discover rules of the language, master gradually language knowledge and skills, constantly monitor the affective demands, develop effective learning strategies and autonomous learning abilities by means of experiencing, practicing, participating, exploring and cooperating under the teacher?s guidance.5. Attach particular importance to formative assessment, and give special attention to the development of competence.The assessment for the nine-year compulsory education should be geared to stimulating students? interests and cultivating their autonomy in learning. The system should include both formative and summative assessment with formative assessment playing a primary role, paying special attention to students? language performance and achievements during the learning process.Assessment should be made facilitative to developing students?interests and? self-confidence in learning. Summative assessment should focus on assessing students overall language ability and the ability to use the language. Assessment should function positively for students to develop language abilities and healthy personalities; for teachers to improve their teaching qualities and for the development and improvement of the English curriculum.6. Optimize learning resources, and maximize opportunities for learning and using the language.English curriculum requires that teachers should properly utilize and develop teaching resources so as to provide rich and healthy resources that are practical, lively, updated for students? learning.Teachers s hould make full use of various resources such as videos, television programs, books, magazines and the Internet so as to expand the opportunities for students to learn and use the language. Also teachers should encourage students to take part in exploring and utilizing resources for learning.Unit 4. Lesson Planning1. What is lesson planning?Lesson planning means making decisions in advance about what aims to be achieved, materials to be covered, activities to be organized, and techniques, resources to be used in order to achieve the aims of the lesson.2. Principles for good lesson planning include: Aim, Variety, Flexibility, Learnability and Linkage3. Lesson planning at two levels:Macro planning: planning over a longer period of time (programme planning / whole course planning---one semester planning---half a semester planning) Micro planning: planning for a specific unit or a lesson (40 or 50 minutes)4. Components of a lesson planBackground information: number of students/ ages/ grade/ genders/ the time and the date of the lesson/ the time duration of the lessonTeaching objectives: What do you want students to know and be able to do? Language contents and skills: structures, vocabulary, functions, topics and so on; listening, speaking, reading and writing.Teaching stages a nd procedure: the major chunks of activities that teachers go through in a lesson. Procedures are the detailed steps in each teaching stage.1) Five-step teaching model(1) warm-up/ a tarter/revision;(2) presentation(3) drilling(4) consolidation(5) summary and homework2) The three P?s model: presentation, practice, and productionTeaching aids: real objects/ flashcards/ wordcards/ worksheets/ wallcharts/ cassette tapes/ magazine pictures/ video, Multi-media,etc.End of lesson summary:Purposes of making a summary is to take learning further and deeper by helping the students to refer back to the learning objectives; To create a sense of achievement and completion of tasks for the students. To develop with students a habit of reflection on learning; stimulate interest, curiosity and anticipation about the next phase of learning; help students draw out applications of what has been learned and highlight the important conceptions which have developed.Homework assignmentOptional activitiesAfter class reflection:Teachers are encouraged to keep a brief account of what happened in the lesson: feelings about the lesson, students?performances, unexpected incidents, surprises, things that went well, things that went wrong and things to be improved and things to be given more attention in the next lesson.Unit 5 Classroom Management1.What is classroom management?Classroom Managementrefers to the way teachers organize what goes onin the classroom.2. Types of student grouping and their advantages and disadvantagesIn language classroom can be grouped in four different ways. They are whole-class work (lockstep), pair work, group work and individual study.1) whole-class work (lockstep)Lockstep refers to the time when all the students are under the control of the teacher. They are all doing the same activity at the same rhythm and pace. Lockstep is adopted when presenting new language, give explanations, check answers, do accuracy-based reproduction, or summarize learning.Advantages:It reinforces a sense of belonging among a group of members. When students are doing the same activity together, everyone feels being together with others.It is good for teachers to give instruction and explanation together and it is an ideal way to show materials and do presentations together.Disadvantages:Everyone is forced to do the same thing at the same time and at the same pace. Individuality is not favored in this sense.Not everyone has the opportunity to express what they want.Some students feel nervous and anxious when they are asked to present in front of the class.It favors the transmission of knowledge from teacher to students rather than students discovering things by themselves.It is not a good way to enhance real communication. Students cannot communicate with each other in this sense.2) pair work: the time when students work in pairs on an exercise or task. It could be a dialogue reading, a game or an information-gap task between two students.Advantages:It dramatically increases students’speaking time in each class.It allows students to work together rather than under the teacher’s guidance.It allows teacher’s time to work with the week pair while others are working on their own.It can promote cooperation between students.It can create a more relaxed and friendly context for students to learn.It is relatively quick and easy to organize.DisadvantagesIt is often very noisy and teachers are afraid of losing control of the class.Some students may talk in native language or something not related to the topic. It is not very easy for teachers to monitor every pair.Some students may not like to work with the peers, and they think they can only learn from the teacher. So they refuse to participate in the activities.The choice of a pair is also a problem. Some students don’t like to work with particular partner while someone may dominate all the time.3) group work: Group work refers to the time whenstudents work in small groups.Advantages:Like pair work, it dramatically increases the amount of talk of individual students.There is always a great chance of different opinions and contributions to the work.It also encourages cooperation and negotiation skills among students.It promotes learner autonomy by allowing students to make their own decision rather than follow the teachers.DisadvantagesLike pair work, it is likely to make the classroom very noisy and some teachersfeel very uncomfortable with the noise.Not everyone enjoys the work since many of them prefer to work with teachersrather than peers.Some students may dominate the talk while others may be very passive or evenquiet all the time.It is difficult for teacher to organize. It may take a longer time for teachers togroup students and there may be not enough space for students to move around inclassroom.Some groups may finish the task fast while some may be very slow. So teachersneed to prepare the optional activities for the quick group and be ready to help theslower ones all the time.4) individual study: Individual study is the stage where the students are left towork on their own and at their own speed.Advantages:It allows students free time, style and pace to study on their own.It is less stressful compared with whole class work.It can develop learner autonomy and form good learning habits.It can create some peaceful and quiet time in class.Disadvantages ：It does not help a class to develop a sense of belonging. Studentslearn by themselves and it does not promote team spirit. It may not be very motivatingfor students. It does not benefit communication between students. Students cannotdevelop speaking ability in this sense. Teachers n eed to prepare different tasks fordifferentstudents.Ac tivity 5: Group dis cus sionThe advantages and disadvantages of the above groupingLess dynamic classroom;No co-operation;No outside pressure;Study at own speed;Individual study The same as those in pair work;playssome students might dominate;Difficult to group;Communication in its real sense;More dynamic than pair work;promoting self-reliance;Group work Students stray away from the task;Using native language;Noise and indiscipline.More chance for practice;Encouraging co-operation;Relaxing atmosphere;Pair work Students have little chance to speak;Same speed for different students;Nervous in front of the whole class;Not enough communication;All the class are concentrating; good modeling from teacher;comfortable in choral practice Whole-classwork Disadvantages Advantages Grouping。
英语教学法复习资料
英语教学法名词解释1.structural view about language：The structural view of language sees language as a linguistic system made up of various subsystems: the sound system (phonology); the discrete units of meaning produced by sound combinations (morphology), and the system of combining units of meaning for communication (syntax). Each language has a finite number of such structural items. To learn a language means to learn these structural items so as to be able to understand and produce language. When this structural view of language was combined with the stimulus-response principles of behaviouristic psychology, the audiolingual approach to language learning emerged.2.functional view about language：In the 1960s, British linguists developed a system of categories based on the communicative needs of the learner and proposed a syllabus based on communicative functions. The functional view no only sees language as a linguistic system but also a means for doing things. Most of our day-to-day language use involves functional activities: offering, suggesting, advising, apologizing, etc. Therefore, learners learn a language in order to be able to do things with it. In order to perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions. Examples of notions are the concept of present, past& future time, the expressions of certainty andpossibility, the roles of agents, instruments within a sentence, and special relationships between people and objects.3.Linguistic competence: Linguistic competence ‘is concerned with knowledge of the language itself, its form and meaning'. More specifically, it involves spelling, pronunciation, vocabulary, word formation, grammatical structure, sentence structure, and semantics. Hedge emphasises that linguistic competence is an integral part of communicative competence and it is wrong to think that communicative language teaching does not aim for high standard of linguistic correctness.4.Pragmatic competence: Pragmatic competence is concerned with the appropriate use of the language in social context. That is to say, the choice of the vocabulary and structure depends on the setting, the relative status of the speakers, and their relationships. The above tasks have illustrated this point. In Hymes's words, to know ‘when to speak, when not, what to talk about with whom, when, where and in what manner"5. Discourse competence: Discourse competence refers to one's ability to create coherent written text or conversation and the ability to understand them. In other words, it is one’s ability to express or to understand a topic logically and coherently by effectively employing or comprehending the cohesive markers used in the discourse such as: ‘bythe same token’, ‘to put it in other words’, ‘first’, ‘second’, ‘at last’ , and also the reference words such as ‘it’, ‘they’, ‘that’, etc. in the context. It is these cohesive words which hold meaning together in a sensible way. Discourse competence, according to Hedge, also includes one’s ability to initiate, develop, enter, interrupt, check, or confirm in a conversation.6. Strategic competence: Strategic competence is similar to communication strategies. It refers to strategies one employs when there is communication breakdown due to lack of resources. One can compensate for this by searching for other means of expression, such as using a similar phrase, using gestures, or using a longer explanation. For example, if you forget how to say ‘knife’, you can use gestures to show what you mean or to explain it by saying that it is a tool one can use to cut things. In this way, they can keep the conversation going and possibly get input from the other end.7.Fluency: The last component is termed as fluency, which means one’s ability to ‘link units of speech together with facility and without strain or inappropriate slowness or undue hesitation'. Recent research suggests that teaching learners lexical phrases or chunks of language, also termed as ‘prefabricated language’, ‘can help learners produce the language more fluently’because they can be easily retrieved from memory. Lewis also states that 'fluency is achieved largely by combiningchunks, reducing processing difficulty'. Some examples of these chunks are: ‘in my opinion’, ‘in the same token’, ‘to make a long story short’, ‘to be on the safe side’, ‘I agree with this but…’, ‘take things for granted’, ‘generally speaking’, etc.8. PPP teaching model:Presentation, Practice and Production. A typical PPP lesson would start by the teacher introducing a new language item in a context followed by some controlled practice, such as drilling, repetition, dialogue reading, etc. Students then move on to produce the language in a more meaningful way, such as a role play, a drama, an interview, etc.9. Questions Types: Questions have been classified using different criteria, mainly based on the level of thinking involved in answering the questions. For example, one type of classification makes a distinction between closed and open questions. Closed questions refer to those with only one single correct answer while open questions may invite many different answers. Another classification makes a distinction between display questions and genuine questions. Display questions are those that the answers are already known to the teacher and they are used for checking if students know the answers, too. Conversely, genuine questions are questions which are used to find out new information and since they often reflect real contexts, they are therefore more communicative. A third classification makes a distinction betweenlower-order and higher-order questions. Lower-order questions refer to those that simply require recalling of information or memorisation of facts while higher order questions require more reasoning, analysis, and evaluation. The fourth classification is a taxonomy proposed by Bloom, which underpins the different question types.10. Bloom’s taxonomy:1. Knowledge: recalling facts, terms, and basic concepts2. Comprehension: understanding of facts and ideas by organising, comparing, translating, interpreting, describing, and stating the main ideas3. Application: applying acquired knowledge, facts, techniques and rules in a different context4. Analysis: identifying relationships, causes or motives, and finding evidence to support main ideas,5. Synthesis: combining elements in a different way and proposing alternative solutions, creative thinking6. Evaluation: present and defend opinions by making an informed judgement about information or ideas based on a set of criteria11. Methods of correcting errors: There are different ways and techniques for correcting errors, such as direct teacher correction, indirect teacher correction, self-correction, peer correction, whole class correction, etc. As a general rule, indirect teacher correction isencouraged rather than direct teacher correction to avoid damaging students’self-esteem and confidence. Indirect techniques include 'repeating the problem sentence with an emphasis on the problem in a rising tone' , 'asking a question to invite the student to say it again with a hint of a problem', 'a simple repetition of a correct sentence as a model', and using facial expression or gesture to indicate a problem', etc. In practice, self- correction is encouraged before teacher correction or peer correction because if it is a mistake, the student himself/herself will be able to correct it. If the student cannot self-correct, it means there is a lack of competence and the teacher can help with the correction or may ask other students to help correct it. Sometimes, the whole class can be invited to correct as well. For example, you can select the main error types. Write four or five on the blackboard. Put students in pairs for a few minutes to discuss and correct the errors. Then the whole class can do the correction together. The focus can be choice of vocabulary, use of grammar, or pronunciation. With higher level learners you can also focus on appropriate context, e.g. 'Was the expression polite enough?' ·Was it too formal?"12. Teacher as assessor: It is generally believed it is a major part of a teacher's job to assess the students' work. According to Harmer, as an assessor, the teacher does two things, that is, correcting mistakes and organising feedback. Harmer insists that correcting should be gentle.Gentle correcting involves showing that incorrectness has occurred, but not making a big fuss about it (Harmer, 1983:201). Organising feedback is an effective way to assess students ' performance so that they see the extent of their success or failure. When organising feedback, it is very discouraging for the teacher to be critical. Rather, we believe teachers should focus on students’ success or progress so that a success- oriented learning atmosphere can be created.13. Pair work: Pair work refers to the time when students work in pairs on an exercise or a task. It could be a dialogue reading, a game or an information-gap task between the two students. When students are involved in pair work, the teacher usually circulates around the classroom, answering questions or providing help when necessary. 14. Mistake: A mistake refers to a performance error that is either a random guess or ‘a slip of tongue’, and it is a failure performance to a known system. Everyone makes mistakes, no matter in a native language or in a foreign language. As we can see that a mistake has nothing to do with the language competence, but a result from a temporary breakdown. When a mistake is challenged or given enough attention, it can be self-corrected.15. Error: An error, on the other hand, has direct relation with the learners’ language competence. Errors do not result from carelessness nor hesitation, but lack of knowledge in the target language. Languageerrors cannot be self-corrected no matter how much attention is given.16.Indirect teacher correction:As a general rule, indirect teacher correction is encouraged rather than direct teacher correction to avoid damaging students’self-esteem and confidence. Indirect techniques include 'repeating the problem sentence with an emphasis on the problem in a rising tone' , 'asking a question to invite the student to say it again with a hint of a problem', 'a simple repetition of a correct sentence as a model', and using facial expression or gesture to indicate a problem', etc.17.Minimal pairs：Minimal pairs are pairs of words which have only one sound different from each other.18. The deductive method:The deductive method relies on reasoning, analysing and comparing. First, the teacher writes an example on the board or draws attention to an example in the textbook. Then the teacher explains the underlying rules regarding the forms and positions of certain structural words. The explanations are often done in the student’s native language and use grammatical terms. Sometimes, comparisons are made between the native language and the target language or between the newly presented structure and previously learned structures. Finally, the students practise applying the rule to produce sentences with given prompts.The deductive method is often criticised because a: it teaches grammarin an isolated way; b: little attention is paid to meaning; c: practice is often mechanical. However, this method is not without merits. First, it could be very successful with selected and motivated students. Second, it could save time when students are confronted with a grammar rule which is complex but which has to be learned. Third, it may help increase students' confidence in those examinations which are written with accuracy as the main criterion of success.19.The inductive method: In the inductive method, the teacher provides learners with authentic language data and induces the learners to realise grammar rules without any form of explicit explanation. It is believed that the rules will become evident if the students are given enough appropriate examples. For example, in order to present the two forms ‘this is’ and ‘these are’, the teacher will first hold up a book, saying ‘This is a book.’He/She will do the same showing other objects. Then the teacher holds up several books and says ‘These are books.’ After several similar examples, it is hoped students will understand that ‘these are’ is used with plural forms of nouns. Then students are invited to apply the newly presented structure to produce sentences with given visual aids or verbal prompts. The teacher tries to say nothing except to correct when necessary. Finally, but optionally, the teacher may elicit the grammar rule from the students.20.The guided discovery method: The guided discovery method issimilar to the inductive method in that the students are induced to discover rules by themselves but different in that the process of the discovery is carefully guided and assisted by the teacher and the rules are then elicited and taught explicitly. There are two key theoretical issues related to this method: the role of explicit knowledge in language learning and the value of discovery as a general method of learning. 21. Mechanical practice: Mechanical practice involves activities that are aimed at form accuracy. By doing mechanical practice, the students pay repeated attention to a key element in a structure. Substitution and transformation drills are most frequently used in mechanical practice. 22. Meaningful practice: In meaningful practice the focus is on the production, comprehension or exchange of meaning though the students ‘keep an eye on’ the way newly learned structures are used in the process. Meaningful practice usually comes after mechanical practice. For example, after the presentation and mechanical practice of adjective comparatives and superlatives, the following activity can be done as meaningful practice.23. Denotative meaning: Denotative meaning of a word or a lexical item refers to those words that we use to label things as regards real objects, such as a name or a sign, etc. in the physical world. This is usually the primary meaning of a word and may seem relatively easy to learn. However, problems exist as we may not always be able to findequivalent concepts from one language to another. For example, the word ‘niece’ and ‘nephew’ in English refer to one’s brothers’ or sisters’daughters and sons, while in Chinese there is a distinction made between the names used to describe one's brother's children and of one’s sister 's. It is quite easy to find examples like this in many other areas. Often in such cases, new concepts will have to be added to one's vocabulary.24. Connotative meaning: A connotative meaning of a word refers to ‘the attitudes or emotions of a language user in choosing a word and the influence of these on the listener or reader’s interpretation of the word’. These would include words that may express a positive or negative attitude or subtle feelings towards something. According to Hedge, ‘connotative meaning derives from a mix of cultural, political, social, and historical sources and learners will be aware of this phenomenon in their own language’ but may not be so aware of it in the target language. A case in point would be an example given by Ur, who points out that the word ‘dog’ with its denotative meaning referring to the animal itself has a connotative meaning often related to friendship and loyalty. But in different cultures the same word may have different connotative meanings.The second aspect of meaning regarding vocabulary learning involves the understanding of sense relations among words. Lexical items of thiskind include word collocations, synonyms, antonyms, and hyponyms. 25. Collocation: Collocations refer to words that co-occur with high frequency and have been accepted as ways for the use of words. For instance, in English, the words ‘see’, ‘watch’, and ‘look’are similar in meaning but are often used with different collocations as we will say ‘see a movie’, ‘watch a play’ and ‘look at a picture’ . Similarly, we say ‘heavy traffic’, ‘heavy smoker’, ‘heavy rain/snow/fog’ but never ‘heavy accident’ or ‘heavy wind’. It is believed that teaching word collocations is a more effective way than just teaching one single word at a time as Nation notes that ‘all fluent and appropriate language use requires collocational knowledge.’26.Receptive and productive vocabulary: Receptive/passive vocabulary refers to words that one is able to recognise and comprehend in reading or listening but unable to use automatically in speaking or writing. Those words that one is not only able to recognise but also able to use in speech and writing are considered as one’s productive/active vocabulary. At beginner level, most new words learned by students usually have immediate practical use, hence they quickly become one’s productive vocabulary. However, as students learn more and more words, they will find that for some words they are able to use for speaking and writing but for some other words they can only be recognised when encountered in reading. Also, for many word, after being encounteredmore and more times they gradually enters from one's receptive to one’s productive vocabulary.Nation gives a more detailed explanation about what we mean by receptive and productive vocabulary. From his point of view, receptive knowledge involves (1) being able to recognise the word when it is heard;(2) being familiar with its written form so that it is recognised when it is met in reading; (3) recognising that it is made up of some parts and being able to relate these parts to its meaning; (4) knowing that the word signals a particular meaning; (5) knowing what the word means in the particular context in which it has just occurred; (6) knowing the concept behind the word which will allow understanding in a variety of contexts; (7) knowing that there are some related words; (8) being able to recognise that the word has been used correctly in the sentence in which it occurs; (9) being able to recognise the typical collocations;(10)knowing that the word is not an uncommon one and is not a pejorative word. Productive knowledge of a word incudes receptive know ledge and extends it. It involves: (l)being able to say it with correct pronunciation including stress; (2)being able write it with correct spelling;(3) being able to construct it using the right word parts in their appropriate forms; (4) being able to produce the word to express the meaning; (5)being able to produce the word in different contexts to express the range of meanings of it;(6) being able to produce synonymsand opposites for it; (7) being able to use the word correctly in an original sentence; (8) being able to produce words that commonly occur with it; (9) being able to decide to use or not use the word to suit the degree of formality of the situation.27.Taxonomy proposed by Bloom●Knowledge: recalling facts, terms, and basic concepts●Comprehension: understanding of facts and ideas by organizing,comparing, translating, interpreting, describing, and stating the main ideas●Application: applying acquired knowledge, facts, techniques, andrules in a different context●Analysis: identifying relationships, causes or motives, and findingevidence to support main ideas●Synthesis: combining elements in a different way and proposingalternative solutions, creative thinking●Evaluation: present and defend opinions by making an informedjudgement about information or ideas based on a set of criteria. 28.（language）Errors and mistakesAn error is something you say or write considered to be incorrect or wrong. It is a failure due to the lack of the target language knowledge.A mistake is incorrect performance in speech or writing to a known language system.29. Questions●Closed and open questionsClosed questions refer to those with only one single correct answer. Open questions refer to those that may invite different answers.●Display questions and genuine questionsDisplay questions are those that the answers are already known to the teacher and they are used for checking if students know the answer, too. Genuine questions are questions which are used to find out new information and since they often reflect real context, they are therefore more communicative.●Lower-order and higher-order questionsLower-order questions are questions that simply require recalling of information or memorization of facts.Higher-order questions are those that require more reasoning, analysis, and evaluation.●Taxonomy proposed by Bloom做过的题一、Decide whether the following statement is true or false.1. It is a communicative activity if students are doing work focusing on the accuracy of language.（F）2. It is a communicative activity if students are making a conversation to practice a certain grammatical structure. （F）3. It is a communicative activity when students are asked to work in pair to find the differences of the pictures they hold in their hand.（T）4. It is a communicative activity when students are playing different roles through cued dialogues.（T）5. It is a communicative activity when students are asked to write a letter to their headmaster following a sample letter using certain grammatical structures .（F）6. It is a communicative activity if students are asked to recite a dialogue in the text by heart .（F）7. It is a communicative activity when students are talking to each other regardless of language restrictions.（T）8. It is a communicative activity if the teacher askes a students a question to which the student has already known the answer.（F）9. It is a communicative activity if the teacher corrects the students' grammar mistakes when they are answering a question.（F）10. It is a communicative activity when students are working in pairs exchanging information to each other.（T）二、Fill in each of the blanks with a proper word or phrase in the following table. Each word or phrase can be used only once.1. At the beginning of class, the teacher presents and explains a grammatical structure to the students so that they can practice the structure following the model the teachers gave. This activity reveals an approach of PPP .2. If a learner knows the knowledge of the target language and is able to use the language correctly in pronunciation, vocabulary and grammar, we may say that the learner has linguistic competence .3. When students are reading a text and trying to find out the logic relations between paragraphs, they are practicing their thinking quality.4. If students are asked to find out the life styles of the people in an English speaking country, they are focusing on practicing their ability of cultural awareness.5. A typical TBLT cycle leads students from fluency to accuracy. It is a process of using the target language to learn the language.6. If students are asked to practice using a word correctly in forms, we may say that this activity aims for the students to achieve the accuracy of the language.7. When students are asked to look at a diagram or cartoon in the text to figure out their implicit meaning, they are practicing the skill of viewing.8. When students are working in groups in class to discuss organizing a spring outing, they are lead to use the target language from fluency to accuracy.9. When the teacher guides students to make a study plan for themselves, he/she is willing to help them to achieve learning ability. 10. When students are participating asking and giving directions to a stranger in the target language, the activity they are doing reveals the functional view of language.三、Decide whether the following statements are true or false.1. Proper lesson planning is essential for only novice teachers, senior or experienced teachers do not need to do lesson planning.（F）2. A 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 it.（T）3. A lesson plan is something that a teacher must strictly stick to during the lesson.（F）4. A good lesson plan is the backbone of the lesson and it can give teachers, especially novice teachers, confidence in class.（T）5. A lesson plan is a piece of work written by the teacher to entertain the headmaster of the school.（F）6. If a teacher uses the same textbook and same materials for the new students as the old ones, he/she does not need to rewrite or revise his/her lesson plan.（F）7. A lesson plan should be long enough to contain everything the teacher prepares to say and to do in class. （F）8. A lesson plan can ensure the success of the lesson if the teacher follows every step in the lesson.（F）四、Fill in the blanks with a proper word in its proper form . Each word can be used only once and three words in the blank shall be odded out. （有三个词或词组不能用在空格里。
(完整)小学英语教学法教程第二版期末复习知识点,推荐文档
《小学英语教学法教程》期末复习知识点Unit1 children as language learners1、How do children acquire their first language in general?（p2）By imitations 、repetitions 、listening to stories ......Discussion point : language learning is a socializing process,interaction and experimenting with the language in communication are important ways for language learning2、What are the differences and similarities between learning L1 and L2?(p6D:the length of time 、opportunities for experimenting with language S:Rich context and input ,opportunities for using the language ,interaction withothers ,etc.are important in learning any languages .3、Children’s characteristics/suggestions for teachers(p10)4、Ways to nurture children’s motivation (p11五点会判断即可)5、P12 discussion point、p20 1.5.1 (理解、会判断即可)6、How do you understand humanistic education?(p21-22) Humanistic education requires teachers to treat children as human beings who have their own thoughts and needs.Teachers should never try to force their ideas into children’s minds and should always try to think the same level as children.Discussion point : Children need to learn to try new languages andbecome independent learners.7、What is a good primary English teacher like?P24: you should be competent in English ,need to be good at using different teaching techniques which work with children ,need to be versatile,need to be able to organize games and activities.P25:need to understand how children think and learn ,need to care for the whole child ,need to help children to develop in an all round way .......A good primary school English teacher need to develop competence in at least three areas :the English language ,the understanding of children ,the techniques and methods for teaching English to children .Unit2 understanding the national English curriculum1、overall aim for English language teaching (p42)(九年制义务教学英语教学目标)AffectLearning strategiesLanguage skillsLanguage knowledgeCultural understanding2、P43小学英语教学阶段目标（三个小黑点部分）Unit 3 classroom management1、What is classroom management?(p65)Classroom management refers to the way teachers organize whathappens in the classroom .2、What influence children’s learning? (p65)Attitudes and motivation3、Two kinds of motivations(p66)Intrinsic and extrinsic motivations4、Some good ideas for motivating children in learning English （p69-70）5、Lesson planning (p71)Reasons p71-72 (a-l)Advantages p71 discussion point (第一段)first of all, ,moreover, ,thirdly, ,last,6、Principles of lesson planning （p76）(1)clear aims or objectives(2)enough variety(3)with flexibility7、Why don’t we teach children in English?(p79 三个小黑点部分)8、Five steps towards better instructions (p82)9、Types of question classification(p87)Closed and open questionsDisplay and genuine questionsLower-order and higher-order questions10、Some tips for engaging pupils to ask questions in class（p89-90）11、Some suggestions on creating good learning atmosphere（p94小黑点部分）12、P95 discussion point(教师备课时应考虑的因素（小黑点部分）、课堂中有学生制造麻烦时可以采取的办法（1）-（6）)13、Teaching large classes大班教学Problems:p98 discussion point14、Four forms of interactions (p100)Whole class workPair workGroup workIndividual study15、Activitiesstirring and settling activities(p108)physically-engaged and mentally-engaged activities(p110)16、We should think about three phases of an activity when we organize it. (111)The preparation phase,the main activity phase,the follow-up or consolidation phase17、the differences between an error and a mistake(p115)A mistake refers to a performance error that is either a random guess or a “slip of tongue”,and it is a failure performance to a known system .A mistake has nothing to do with the language competence, it results fromcarelessness or temporary breakdown and it can be self-corrected.An error has direct relation with the learners’language competence,it results from the lack of knowledge in the target language and it can’t be self-corrected .Unit4 teaching vocabulary ,grammar and pronunciation1、p129 In most beginning level primary English text books,vocabulary is often presented with pictures and illustrations.2、What does knowing a word involve?(p130)Word meaning ( meaning in context ,some relations)Word use(metaphor and idiom,collocation,style and register) Word information(parts of speech,prefixes and suffixes,spelling and pronunciation)Word grammar (noun:countable/uncountable,verb complementation/ phrasal verbs,etc,adjectives and adverbs ,position,etc.(p130 discussion point 是对上面的解释）3、What methods/techniques can be used to present new words?(p131)Using real objectsUsing pictures or illustrationsProviding demonstration or giving examplesInvolving learners in actionsP133 An important principle that we should bear in mind is that “studentsneed to see words in context to see how they are used”.In other words,they need to “see or hear those words in action”.Therefore,the best way to present new words is to provide a meaningful context and give children the chance to observe,to think ,to act.4、What activities can be used for practicing vocabulary?(p133-134) Look and match,Listen and point,The odd one out/which one is different? Put the words into boxes,Tape recorder,Bingo game5、p135 discussion point 第三段Cameron and Nation 两个人的观点6、Principles in teaching grammar p138四个小黑点部分7、How should grammar be presented? p138-139deductive (演绎)or inductive（归纳）P139 两个例子分别是演绎法和归纳法的教学，要会判断这两种方法。
英语教学法复习资料.doc
英语教学法复习资料一、选择题：1. Young __A___ John was, he was able to swim across the channel within minutes.A. asB. soC. thoughD. although2. They always kept on good D with their next-door neighbors for the children’s sake.A. friendshipB. relationsC. relativesD. terms3. Do ___B____ you are told; otherwise you will be punished.A. thatB. whatC. whichD. whom4. When we hurried to the station, there happened C no bus at that time.A. to haveB. to beC. havingD. being5. ___B__ the old man’s son s wanted to know was __D___ the gold had been hidden.A. That…whatB. What…whereC. What…thatD. That…where6. We have A two seats for 8:30 flight to New York tomorrow.A. boughtB. soldC. bookedD. ordered7. Is this museum ___C____ you visited a few days ago?A. whereB. thatC. on whichD. the one8.There’s no question that the ads had a real impact __ B ___ the public.A. toB. withC. onD. of9. __A_____ the English examination I would have gone to the concert last Saturday.A. In spite ofB. But forC. Because ofD. As or10. Tom B his lessons from seven to eight last night.A. was doingB. had doneC. were takenD. had been taken11. Large quantities of water ___D_____ cooling purposes.A. are needed forB. is needed forC. are need toD. is need for12. Who will you get C the project for usA. designB. to designC. designedD. designing13.We’ll visit Europe next year ___C_____ we have enough money.A. providedB. unlessC. untilD. lest14. ----- Mom, I’m very sorry for h aving broken the plate.----- Oh, boy, DA. it doesn’t matterB. no problemC. that’s rightD. thank you15.It’s already 5 o’clock now. Don’t you think it’s about time ____C____?A. we are going homeB. we go homeC. we went homeD. we can go home16. By the time Jane gets home, her aunt B for London to attend a meeting.A. will haveB. leavesC. will have leftD. left17. With John ____D____ there’s more room in the house.A. to be awayB. been awayC. awayD. was away18. When are they C in their plan?A. handB. handedC. to handD. give19. The sales manager asked his men to inform him __B___ everything concerning the sales in time.A. /B. ofC. againstD. on20. Robert is said A abroad, but I don’t know what country he studied in.A. to have studiedB. to studyC. to be studyingD. to have been studying21. She is waiting for the doctor ___ B __ I know will not come.A. whomB. whoC. whichD. that22. Some of the water B wasted by them.A. wasB. wereC. areD. being23. When spring comes, it gets ____B____.A. warm and warmB. warm and warmerC. warmer and warmerD. more and more warm24. The coffee is wonderful！It doesn’t taste like anything I B before.A. was havingB. haveC. have ever hadD. had ever had25. You should go to the grand opening ceremony, ____B____ ?A. aren’t youB. shouldn’t youC. wouldn’t youD.don’t you26. I think we should let Maria go camping with her boyfriend. B , she’s a big girl now.A. After allB. Above allC. First of allD. For all27. How beautifully she sings! I have never heard ____C____.A. the better voiceB. a good voiceC. the best voiceD. a better voice28. The study of the wild world may help to make the world easier C .A. understoodB. to be understoodC. to understandD. understand29. He told me the news ___ D __ our team had won the game.A. aboutB. ofC. asD. that30. As a result of my laziness, I failed C my work in time.A. and finishedB. to finishC. and finishingD. to finished31. A good many proposals were raised by the delegates ___ B __ was to be expected.A. thatB. whatC. soD. as.二、完形填空：.In Japan, most people still feel that a woman’s place is in the home; and most women willingly accept their ( C ) role as wife, leaving the business of making a living ( C ) their husbands. For those who do want a ( B ) of their own, opportunities are limited, and working women usually have to ( D ) for lower wages, fewer promotions, less responsible ( A ).In America, on the other hand, most women, ( B ) wives and mothers, work most of their lives, but ( B ), few have had real careers. As in Japan most fields are ( D ) by men and opportunities for women have been ( A ), salaries low, chances for advancement ( C ) American women work mainly because they ( D ), in these days of inflation and luxury living. ( A ) income per family is simply not enough to ( B ). So American women actually have two jobs: one nine-to-five position outside the home, and ( D ) round-the-clock-in-the-home-job ( A ) wife, house-maid, cook, and nurse.One of the main goals of the modern women’s liberation movement, which started ( A ), was to eliminate sex discrimination in the work force, and to ( B ) careers for women that were previously ( D ) for men. Though there is still a long way to ( A ), a lot of progress has been ( A ).1. A. conservative B. usual C. traditional D. unhappy2. A. for B. no C. up to D. away with3. A. job B. career C. profession D. post4. A. settle B. request C. ask D.search5. A. titles B. status C. assignments D. positions6. A.concerning B. including C. containing D. involving7. A. at present B. until recently C. recently D.not until recently8. A. owned B. kept C. led D. dominated9. A. restricted B. bounded C. reduced D. prohibited10. A. small B. inadequate C. rare D. scarce11. A. should B. ought C. like D. have to12. A.one B. single C. only D. the one13. A.live B. live on C. feed on D. support14. A. another B. one C. other D. the other15. A. such as B. like C. as D. acting16. A. in the early 1960s B. in early the 1960sC. early in the 1960D. in the early 196017. A. lead to B. open up C. offer D. set up18. A. preserved B. observed C. concerned D. reserved19. A. go B. travel C. strive D. pull through20. A. made B. taken C. covered D. completed. The thing I like most about living on a farm is the change of ( C ), spring, summer, autumn and winter. You can see them ( B ) come and go and each one is ( B ) different. In the city you can't ( D )——you can buy ( A ) flowers in winter and eat the ( A ) vegetables all the year ( B ). Here in the country you ( A ) eat things at ( B ) times of the ( C )——for example strawberries in June and turnips in winter. You live ( A ) the seasons.( C ) we make most of our food ——we make butter and cheese, we ( D ) our own vegetables and ( D ) our own bread. We never eat ( A ) or tinned food. Everything is ( C ) so it must be better for your health. City people may think we ( B ) a lot of good things (A ) modern life, but in my ( C ) they miss a lot more than we do——they miss ( C ) life.1. A. climate B. weather C. seasons D. times2. A. both B. all C. everyone D. whole3. A. completely B. fully C. perfectly D. little4. A. understand B. realize C. know D. tell5. A. natural B. native C. normalD. summer6. A. various B. different C. same D. like7. A. off B. out C. round D. about8. A. only B. just C. simply D. purely9. A. several B. certain C. reliable D. definite10. A. season B. year C. month D. period11. A. by B. beside C. along D. with12. A. Also B. But C. However D. Still13. A. farm B. grow C. keep D. raise14. A. produce B. burn C. bake D. cook15. A. freeze B. freezing C. froze D. frozen16. A. pure B. rare C. fresh D. new17. A. miss B. lose C. leave D. skip18. A. from B. about C. with D. behind19. A. opinion B. though C. idea D. mind20. A. genuine B. sound C. actual D. real三、阅读理解82.Why don’t birds get lost in their long migratory flights? Scientists have been p uzzled over this question for many years. Now they’re beginning to fill in the blanks.Not long ago, experiments showed that birds rely on the sun to guide them during daylight hours. But what about birds that fly mainly at night? Tests with artificial stars have proved conclusively that certain night-flying birds are able to follow the star in their long-distance flights.One such bird---a warbler(鸣禽)---had spent its lifetime in a cage and never flown under the natural sky. Yet it showed an inborn ability to use the stars for guidance. The bird’s cage was placed under an artificial star-filled sky at migration time. The bird tried to fly in the same direction as that taken by his outdoor cousins. Any change in the position of the make-believe stars caused a change in the direction of his flight.Scientists think that warbler, when flying in daylight, use the sun for guidance. But the stars are apparently their principal means of navigation. What do they do when the stars are hidden by clouds? Apparently, they find their way by such landmarks as mountain ranges, coast lines, and river courses. But when it’s too dark to see these, the warblers circle helplessly, unable to get their bearings.1. The reason why birds don’t get lost in migratory flights（ B ）A. have been known to scientists for years .B. have only recently been discovered.C. are known by everyone.D. will probably remain a mystery.2. The experiment with the warbler indicated that( D )A. birds have to be taught to navigate.B. a bird that has been caged will not migrate.C. some birds cannot fly at night.D. some birds seem instinctively to follow the star when flying at night.( D )3. Under artificial stars, the bird in the cageA. tried to fly in the same direction as birds not caged .B. changed direction when the position of the stars was changed.C. would not fly at all.D. both A and B.4. Warblers migrate( C )A. from North American to the Falkland Islands.B. only once during their lifetime.C. using what is apparently an inborn navigational ability.D. when they are freed from their cages.5. This article is a good example of the way scientists( B )A. jump to conclusion.B. discover workable answers to general questions by studying particular cases.C. formulate a law and then carry out investigation.D. are frustrated by the habits of animals.1. In the night sky you might see a big white ball. This is the moon. The moon moves around the earth. It does this one time about every 291/2 days. It is smaller than the stars. But it looks bigger. That’s because it is closer to us than the stars.Sometimes the moon looks like a ball of light. Other times it looks only part of a ball. But it is really always the same. The moon’s light comes from the sun. Sometimes one part is l ighted. Other times another part is lighted. We see only the part of the moon that is lighted.The moon has no air, no wind, and no water. So nothing can live there. There are no plants or animals. It is made up mostly of rock. There are big holes all over the moon. Sometimes you can see dark places on the moon. It is really these holes that you are seeing.Let’s say you were standing on the moon and you looked up. The sky would be black. It always looks like night. And the stars in it are always out. In the day the rocks on the moon get very hot. At night they are colder than any place on the earth.People have always liked to look at the moon. In it they have seen many things. Some think they see people. Others see animals. One person might see a frog or a cat. Another might see a rabbit. Look up at the moon tonight. What do you see?1. According to the passage we know that the moon B .A. is bigger than the stars, but looks smallerB. looks smaller because it is closer to us than the starsC. is smaller than the stars, but looks biggerD. looks bigger because it is farther to us than the stars2. Which of the following statements is NOT true according to the passage C .A. The light from the sun sometimes lights only one part of the moon.B. People could see dark holes al over the moon.C. Nothing could live on the noon except animals because it is made up of rock.D. No life could be seen on the moon without air and water on it.3. From the passage we can infer that D .A. the difference between day temperature and night temperature on the moon is very bigB. people could not stand on the moon because it is very hot in the dayC. people could not stand on the moon because it is too cold at nightD. it’s impossible for people to live on the moon because there is no food there4. The author implies that the reason why people like to look at the moon is that C .A. they believe there are really people on the moonB. they think some animals are living on the moonC. they care for the frogs, cats and rabbits on the moonD. the moon can give them many imaginations5. The purpose of the writer in writing this passage is to A .A. tell us something about the moonB. require us to distinguish the moon and the starsC. emphasize the importance of the moonD. state the relationship between people and the moon2. During one summer not long ago, Americans in the Southwest were without rain for many days. The sun burned up crops. Animals went hungry on the dry land. At last, clouds appeared in the sky and sent down rain.How do such clouds form? The sun, the earth, and the air all play a part. The changes that take place before clouds can form do not always happen quickly. First, the earth is heated by the sun. This causes tiny drops of water in oceans and rivers to rise and mix with air. As the wet air rises higher, it cools off, making clouds.What causes these clouds to become rain? The tiny drops of water inside the clouds become larger as they gather more wetness from the air around them. Finally, the drops become so large that they can no longer be held up by the air. They fall to the ground as rain.The raindrops that fall are not always the same size. Some may be very large. But the smallest come down in a fine mist.Rain is needed for all life. When it falls after a long dry spell, trees, grass, and bushes may begin to look fresh and green again. These plants need water to stay healthy. The rain also causes streams to fill with water. This makes it possible for fish and other animals to live. Rain brings new life and hope to millions of people and other living things.1. The first paragraph mentions the period of time during which the weather wa s very and crops were D .A. rainy, burntB. drought, burnt upC. drought, burntD. dry, burnt up2. The phrase “play a part” means D .A. be a roleB. form as a partC. connect with each otherD. make a contribution3. Concerning how rain comes into being, which statement is true? D .A. A lot of drops of water rise and mix with air as the sun shines.B. Wet air cools off as it rises higher.C. The drops become larger and larger as they gather more wetness.D. The drops fall to the ground as they become too large to hold up.4. In the last paragraph, the word “spell” means C .A. weatherB. a periodC. timesD. none of the above5. This passage mainly explains B of clouds and rain.A. the formationB. the phenomenaC. the importanceD. the function83. Social customs and ways of behaving change. Things which were considered impolite many years ago are now acceptable. Just a few years ago, it was considered impolite behavior for a man to smoke on the street. No man who thought of himself as being a gentleman would make a fool of himself by smoking when a lady was in a room.Customs also differ from country to country. Does a man walk on the left or the right of a woman in your country? Or doesn’t it matter? What about table manners? Should you use both hands when you are eating? Should you leave one on your lap, or on the table?The Americans and the British not only speak the same language but also share a large number of social customs. For example, in both America and England people shake hands when they meeteach other for the first time. Also, most Englishmen will open a door for a woman or offer their seat to a woman, and so will most Americans. Promptness is important both in England and in America. That is, if a dinner invitation is for 7 o’clock, the dinner guest either arrives close to that time or calls up to explain his delay.The important thing to remember about social customs is not to do anything that might make other people feel uncomfortable, especially if they are your guests. There is an old story about a man who gave a formal dinner party. When the food was served, one of the guests started to eat his peas with a knife. The other guests were amused or shocked, but the host calmly picked up his knife and began eating in the same way. It would have been bad manners to make his guest feel foolish or uncomfortable.1. If one has accepted a dinner invitation, what should he do if he is to be late for the dinner?( D )A. He should find an excuse.B. He should ask for excuse.C. He should say “Sorry”.D. He should telephone to explain his being late.2. “It would have been bad manners to make his guests feel foolish or uncomfortable.” “Bad manners: means ( C )A. uglyB. dishonestC. impoliteD. shameful3. Which of the following do you think is the best title for this passage?( A )A. Social Customs and BehaviorB. Social lifeC. American and British CustomsD. Promptness Is Important4. According to the text, the best host ( A )A. tries his best to make his guests feel comfortableB. makes his guests feel excitedC. tries to avoid being naughty to his guestsD. tries to avoid being foolish5. The author of this article may agree with which of the following?( C )A. The guest who ate his peas with a knife.B. The other guests who were amused or shocked.C. The host who picked up his knife and began eating in the same way.D. None of the above.四、汉译英1.我现在无法想像没有孩子们的生活。
《英语教学法教程》（王蔷）考研复习资料
n1. The ultimate goal of ELT: the ultimate of foreign language teaching is to enable students to usethe 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).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)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.Classroom management is the way teachers organize what goes on in the classroom. It contributes directly to the efficiency of teaching and 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.Deductive method: The Deductive method relies on reasoning, analyzing and comparing. First, the T writes an example on board or draws attention to an example in the textbook. Second, the T explains the underlying rules regarding the forms and positions of certain structural words. The explanations are often done in the S’s native language and use grammatical terms. Sometimes, comparisons are made between the native language and the target language or between the newly presented structure and previously learned structures. Finally, the Ss practice applying the rule to produce sentences with given prompts.Inductive method: the T provides learners with authentic language data and induces the learners to realize grammar rules without any forms of explicit explanation.1. Language:” Language is a system of arbitrary vocal symbols used for human communication.” It can be understood in the following six aspects:Language as system;Language as symbolic;Language as arbitrary;Language as vocal;Language as human;Language as communicationBottom-up modelSome teachers teach reading by introducing new vocabulary and new structures first and then going over the text sentence by sentence. This way of teaching reading reflects the belief thatreading comprehension is based on the understanding and mastery熟练of all the new words, new phrases, and new structures as well as a lot of reading aloud practice. Also, this reading follows a linear process from the recognition of letters, to words, to phrases, to sentences, toparagraphs, and then to the meaning of the whole text. This way of teaching reading is said to follow a bottom-up model.2). Top-down modelIt is believed that in teaching reading, the teacher should teach the background knowledge firstso that students equipped with such knowledge will be able to guess meaning from the printed page. This process of reading is said to follow the top-down model of teaching reading just as Goodman(1970) once said that reading was “a psycholinguistic guessing game”2. Structural view:The structural view sees language as a linguistic system made up of various subsystems: fromphonological, morphological, lexical, etc. to sentences.3. The functional view:The functional view sees language as a linguistic system but also as a means for doing things.Most of our day-to-day language use involves functional activities: greetings; offering,suggesting, advising, apologizing, etc.The communicative view of languageThe communicative, or functional view of language is the view that language is a vehiclefor the expression of functional meaning. The semantic and communicative dimensionsof language are more emphasized than the grammatical characteristics, although theseare also included.4. The interactional view:The interactional view considers language as a communicative tool, whose main use is to buildup and maintain social relations between people.1) The behaviorist theory( Skinne r)-- a stimulus-response theory of psychologyThe key point of the theory of conditioning is that "you can train an animal to do anything(within reason) if you follow a certain procedure which has three major stages, stimulus,response, and reinforcement"2) Cognitive theory( Noam Chomsky):The term cognitive is to describe loosely methods in which students are asked to thinkrather than simply repeat.The goal of CLTThe goal of CLT is to develop students' communicative competenceLesson planning means making decisions in advance about what techniques, activities andmaterials will be used in the class.Teaching stages and procedures:Teaching stages are the major steps that language teachers go through in the classroom.Procedures are the detailed steps in each teaching stage.31. Three P's model: presentation, practice and production.SkimmingSkimming means reading quickly to get the gist, i.e. the main idea of the text.ScanningScanning means to read to locate/get specific information.1). DiscussionA discussion is often used for a) exchange of personal opinions. This sort of discussion canstart with a question like "What do you think of?"b) stating of personal opinions ongeneral issues. c) problem-solving.d) the ranking(分类；顺序)of alternatives e) deciding upon priorities(先;前)etc.2). Role-playRole-play is a very common language learning activity where students play differentroles and interact from the point of view of the roles they play.What’s called A process approach to writing1). DefinitionWhat really matters or makes a difference is the help that the teacher provides toguide the students through the process that they undergo when they are writing. What’s the assessmentAssessment in ELT means to discover what the learners know and can do at a certain stage of the learning process.a. Grammar Translation:The Grammar Translation method started around the time of Erasmus (1466-1536). Its primary focus is on memorization of verb paradigms, grammar rules, and vocabulary. Application of this knowledge was directed on translation of literary texts--focusing of developing students' appreciation of the target language's literature as well as teaching the language. Activities utilized in today's classrooms include: questions that follow a reading passage; translating literary passages from one language to another; memorizing grammar rules; memorizing native-language equivalents of target language vocabulary. (Highly structured class work with the teacher controlling all activities.)b. Direct Method:The Direct Method was introduced by the German educator Wilhelm Viëtor in the early 1800's.Focusing on oral language, it requires that all instruction be conducted in the target language with no recourse to translation. Reading and writing are taught from the beginning, although speaking and listening skills are emphasized--grammar is learned inductively. It has a balanced, four-skill emphasis.c. The Silent Way:The teacher is active in setting up classroom situations while the students do most of the talkingand interaction among themselves. All four skills (listening, speaking, reading & writing) are taught from the beginning. Student errors are expected as a normal part of learning; theteacher's silence helps to foster self-reliance and student initiative.d. Community Language Learning:Teachers recognize that learning can be threatening and by understanding and acceptingstudents' fears, they help their students feel secure and overcome their fears of languagelearning--ultimately providing students with positive energy directed at language learning. Students choose what they want to learn in the class and the syllabus is learner-generated.e. Natural Approach:Introduced by Gottlieb Henese and Dr. L. Sauveur in Boston around 1866. The NaturalApproach is similar to the Direct Method, concentrating on active demonstrations to convey meaning by associating words and phrases with objects and actions. Associations are achieved via mime, paraphrase and the use of manipulatives. Terrell (1977) focused on the principles of meaningful communication, comprehension before production, and indirect error correction. Krashen's (1980) input hypothesis is applied in the Naturale. Reading Method:The reading method was prominent in the U.S. following the Committee of Twelve in 1900 andfollowing the Modern Foreign Language Study in 1928. The earlier method was similar to thetraditional Grammar/Translation method and emphasized the transference of linguistic understanding to English. Presently, the reading method focuses more on silent reading for comprehension purposes.f. ASTP and the Audiolingual Method:This approach is based on the behaviorist belief that language learning is the acquisition of a setof correct language habits. The learner repeats patterns and phrases in the language laboratoryuntil able to reproduce them spontaneously.ASTP (Army Specialized Training Program) was an intensive, specialized approach to language instruction used in during the 1940's. In the postwar years, the civilian version of ASTP and the audiolingual method featured memorization of dialogues, pattern drills, and emphasis on pronunciation.g. Cognitive Methods:Cognitive methods of language teaching are based on meaningful acquisition of grammar structures followed by meaningful practice.h. Communicative Methods:The goal of communicative language approaches is to create a realistic context for languageacquisition in the classroom. The focus is on functional language usage and the ability tolearners to express their own ideas, feelings, attitudes, desires and needs. Open endedquestioning and problem-solving activities and exchanges of personal information are utilized as the primary means of communication. Students usually work with authentic materials (authentic realia) in small groups on communication activities, during which they receive practice in negotiating meaning.i. Total Physical Response Method:This approach to second language teaching is based on the belief that listening comprehension should be fully developed before any active oralparticipation from students is expected (just as it is with children when theyare learning their native language) .What is the Grammar-Translation Method?The Grammar-Translation Method is designed around grammatical structures.The Functional-Notional ApproachUnlike the Grammar-Translation Method, which is based on the grammar structures, it thinks thata general learner should take part in the language activities, the functions of language involved inthe real and normal life are most important. For example, the learners have to learn how to give directions, buy goods, ask a price, claim ownership of something and so on. It tells that is not just important to know the forms of the language, it is also important to know the functions and situations, so that the learner could practice real-life communication.Communicative CompetenceBoth knowledge about the language and the knowledge about how to use the language incommunicative situation appropriately.Critical Period Hypothesis 关键期假说This hypothesis states that if humans do not learn a foreign language before a certain age ,then due tochanges such as maturation of the brain ,it becomes impossible to learn the foreign language like a nativespeaker.1.Process-oriented theories:强调过程 are concerned with how the mind organizes newinformation such as habit formation, induction, making inference, hypothesis testing and generalization.2.Condition-oriented theories : 强调条件emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, the kind of input learners receives, and the atmosphere.3.Behavioristtheory ,(Skinner and waston raynor)A the key point of the theory of conditioning is the key point of the theory of conditioning is that”that”that” you can train an animal to do anything if you you can train an animal to do anything if you follow a certain procedure which has three major stages, s timulus, response, and reinforcementB the idea of this method is that language is learned by constant repletion and the reinforcement of the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised.4.Cognitive theory:Chomsky)thinks that language is not a form of behavior,it is an intricate rule-based system a nd a large part of language acquisition is the learning of this system.There are a fin ite number of grammatical rules in the system and with knowledge of these an infinite number of sentences can be produced.5.Constructivist theory:(John Dewey)the constructivist theory believes that learning is aproces in which the learner constructs meaning based on his/her own experiences and what he/he r already knows6.Socio-constructivist theory: (Vygotsky) he emphasizes interaction and engagement with the tar get language in a social context based on the concept of get language in a social context based on the concept of ““Zone of Proximal Development ” (ZPD) and scaffolding .。
《英语教学法教程》精品复习题
English Teaching MethodologyPart I Definitions（1）Denotative meaning（指示意义/外延意义）;The primary, literal meaning of a word, which is used to label real objects.（2）Connotative meaning (内涵意义/隐含意义)；The associations that are connected to a certain word or the emotional suggestions related to that word（3）implicit learning;-learning without conscious attention or awareness-Implicit learning is a passive process, where students are exposedto information, and acquire knowledge of that information simply through that exposureExample: learning new words by meeting them repeatedly（4）explicit learning;learning with conscious awareness and intention-Explicit learning is an active process where students seek out the structure of information that is presented to them.Example: learning new words by memorizing , imagining, comparing, etc.（5）synonym（同义词）;Items that mean the same, or nearly the same（6）Spontaneity for speaking（自发性）;In most situations, people do not plan ahead of time what they are going to say. The fact that speech is spontaneous means that it is full of false starts, repetitions, incomplete sentences, and short phrases.（7）assessment（评估）;The collecting of information of a learner’s learning progress and achievement over a period of time for the purpose of improving teaching and learning.Not based on one test or one task, nor on a mark or grade.（8）evaluation;The systematic gathering of information for the purpose of making decisions (Weiss, 1972).（9）validity（有效正确）;The extent to which inferences made from assessment results are appropriate, meaningful, and useful in terms of the purpose of the assessment.A test measures what it is supposed to measure.（10）reliability;The extent to which the results can be considered consistent (一致的) or stable.A test is reliable if it gives the same results when it is given on different occasions or when it is used by different people.（12）Washback(反驳作用);The effect that tests have on learning and teaching.It can be beneficial (positive) or detrimental (negative).（13）Portfolios（学习档案袋）;A purposeful collection of students’work that demonstrates to students and others their efforts, progress, and achievements in given areas over a period of time (Genesee & Upshur, 1996).（14）linguistic competence（语言能力）.Linguistic competence is the system of linguistic knowledge possessed by native speakers of a language. It is in contrast to the concept of linguistic performance, the way the language system is used in communication.Part II Short-answer questions and Discussions.1.Give the differences between British English and American English.American English is evolved from British English. But the differences between them are noticeable.The differences between them:①.V ocabularya.Past Simple/Past Participlesb.Prepositions②Pronunciation（1）[ æ ]—[ɑ:]:（2）[ɑ: ]—[ ɔ] :（3） [ i l ] - [ l ]（4）[ u: ] —[ ju :]:（5）[ i: ] —[ ai ]:（6）the same word③. Spelling (suffix) 拼写（后缀）④. Grammar 语法(1)Use of present perfect tense and simple past tense.现在完成式和一般过去式(2)Verb agreement and collective nouns 主谓一致和集合名词(3)Past tense forms. 过去时态的形式First of all, the difference is vocabulary.The following verbs have two acceptable forms of the past simple/past participle in both American and British English, however, the irregular form is generally more common in British English (the first form of the two) and the regular form is more common to American English.(1)Past Simple/Past Participles⏹Dream dreamt OR dreamed⏹Lean leant OR leaned⏹Learn learnt OR learned⏹Smell smelt OR smelled⏹Spell spelt OR spelled⏹Spill spilt OR spilled⏹Burn Burnt OR burned(2) Prepositions⏹American English - on the weekendBritish English - at the weekend⏹American English - on a teamBritish English - in a team⏹American English - please write me soonBritish English - please write to me soonSecondary, the difference is pronunciation. Sometimes we usually soften or don’t read the vowel (especially the [ ə ] or [ i ] ) in the unstressed syllable out in British English, while we should read all vowels out in the American English. So Americans speak more slowly and clearly than the British people.Differences in pronunciation between American English (AmE) and British English (BrE) can be divided into:⏹Differences in accent (i.e. phoneme inventory and realisation). See differences between General Americanand Received Pronunciation for the standard accents in the United States and Britain; for informationabout other accents see regional accents of English speakers.⏹Differences in the pronunciation of individual words in the lexicon (i.e. phoneme distribution). In thisarticle, transcriptions use Received Pronunciation (RP) to represent BrE and General American (GAm)and to represent AmE.（1）[ æ ]—[ɑ:]:When the letter ― a ‖ comes before -s, -f, -th, -lf, -ph, -n , etc. we pronounce [æ] in Am.E , while [ɑ:] in Br.E.（2）[ɑ: ]—[ ɔ] : When the vowel letter ― o ‖ comes after a stressed closed syllable in a plosive , we usually pronounce it [ ɔ ] in the standard Br.E , while [ ɑ: ] in Ar.E .（3）We pronounce [ i l ] or [ l ] in Ar.E while [ ail ] in Br.E when the words end with –ile .（4）[ u: ] —[ ju :]: Americans pronounce [ u: ] while British people [ ju: ] when ― u ‖ and ― new ‖ come after n-, d-, t- etc.（5）[ i: ] —[ ai ]: We p ronounce the monogram ― ei ‖ [ i: ] in Am.E while [ ai: ] in Br.E .（6）Even though the same word , there are some pronunciation differences in Am.E and Br.E .Thirdly, the difference is spelling. In the United States’ development of language, spelling have occurred in a similar movement of our simplified characters (The simplified Spelling Movement), delete the word spelling in some of the letters are not pronounced.(1) The aphonic suffix such as -me, -ue in the English words are deleted in the American spelling.⏹Kilogramme kilogram⏹programme program⏹catalogue catalog⏹dialogue dialog⏹prologue prolog(2) There are ―our‖ at the end of the words and the aphonic letter ―u‖ is deleted in the American spelling.⏹Behaviour behavior⏹colour color⏹honour honor⏹labour labor(3) The suffix ―re‖ which is read [ə] become ―er‖.⏹centre center⏹fibre fiber⏹metre meter⏹theatre theater(4) The suffix ―ence‖ which is read [ns] become ―ense‖.⏹defence defense⏹offence offense⏹licence license⏹pretence pretense(5)The suffix ―ise‖ becomes‖ize‖ .⏹criticise criticize⏹organize organize⏹realise realize⏹recognise recognize⏹standardise standardize(6) Double ―L‖ in the British English words becomes ―L‖ in the American English words⏹councilor councilor⏹counsellor counselor⏹jeweller jeweler⏹marvellous marvelous⏹parcelled parceled⏹travelling traveling(7) Someone else.⏹Cheque check⏹Gaol jail⏹kerb curb⏹moustache mustache⏹plough plow⏹pyjamas pajamas⏹skeptical skeptical⏹erarer rubberFourthly, the difference is grammar.（1）Use of present perfect tense and simple past tense.Speakers of American English generally use the present perfect tense (have/has + past participle) far less than speakers of British English. In spoken American English it is very common to use the simple past tense as an alternative in situations where the present perfect would usually have been used in British English. （2）Verb agreement with collective nouns. In British English collective nouns, (i.e. nouns referring to particular groups of people or things), (e.g. staff , government, class, team) can be followed by asingular or plural verb depending on whether the group is thought of as one idea, or as manyindividuals , e.g.: My team is winning. The other team is all sitting down.In American English collective nouns are always followed by a singular verb, so an American wouldusually say: Which team is losing?Whereas in British English both plural and singular forms of the verb are possible, as in:Which team is/are losing?（3）Past tense forms.Below is a table showing verbs which have different simple past and past participle forms in American and British English. Note that the irregular past forms burnt, dreamt and spoilt are possible in American English, but less common than the forms ending in -ed.infinitive simple past (Br) simple past (Am) past participle (Br) past participle (Am)burn burned/burnt burned/burnt burned/burnt burned/burntbust bust busted bust busteddive dived dove/dived dived diveddream dreamed/dreamt dreamed/dreamt dreamed/dreamt dreamed/dreamtget got got got gottenlean leaned/leant leaned leaned/leant leanedlearn learned/learnt learned learned/learnt learnedplead pleaded pleaded/pled pleaded pleaded/pledprove proved proved proved proved/provensaw sawed sawed sawn sawn/sawedsmell smelled/smelt smelled smelled/smelt smelled2.The characteristics of American English（1）Reservation of the ancient English featuresIt retains and revives many of the words in that have already become "obsolete" in British English, such as“I guess“，“I think”，“Isuppose”，“Ibelieve”. Also，the American English has reservd many vivid ,imaginative ancient words,such as: “fall”, meaning "autumn", deriving from “the fall of leaves (deciduous season)”.In addition, compared with London accent , American English pronunciation is a little old-fashioned with some typical features of the British English in the 17th and 18th century.For example, the retention of retroflex R.(2)Rich creativityCreate some new words that do not exist at all.Instances :pizzazz(时髦派头的人);black hole(黑洞); space walk(太空行走);Based on the old words ,it create new words by free use of affixes, or blending (and inverse method (backformation) .Instances :defrost(除霜),racist(种族主义者),smog(烟雾)来自于smoke(烟)和fog(雾)(3)Absorption of multi-national languages①Absorption of the Indian language (Indian American)Such as moose, raccoon, opossum,squash, wigwam②Absorption of Holland languageFood vocabulary: cole slaw (sandwich Caisi), cookie (dessert), cruller (pot, cheese (fried) loaded with cheese, waffle (porcelain) waffles); and barrack (hay: farm building, stoop (HUT) corridor), saw Buck (sawbucks); there are some social attribute words, such as: boss (Foreman), patron (latifundistas)③Absorption of Germany languagebeer soup(啤味汤),blutwurst(黑香肠),diener(实验室助手),semester(学期),seminar(研讨会),hex(符咒),katzenjammer(醉汉),wunderkind(神童),zinc(锌)(4)The widely usage of slangDifferent social groups often have their own specific life circles, therefore different classes and regions will have their own different slang.Instances: He is just a booker. (He studies too much.)You are out of your tree. (You are out of mind.)3.The difficulties that the foreign language learners will learn the pronunciation of FL.Difficulties for Students:Sounds:a. the sound may not in fact exist in their native language.b. two sounds may not be differentiated in their native tongue.c. groupings of sounds or clusters may appear to very strange.Word Stressa. there is no apparent rule here, unlike many other languages.b. the meanings of words are often differentiated soled by stress(e.g. decade/decayed)Sentence Stressa. note that English is in fact stress-timed and not syllable-timed.b. Meaning is conveyed by stress.(A red book/ A red program)Intonationa. conveys the attitude and mood of the speaker.b. English uses a wide voice range and students may not understand that a narrow range can make them sound bored/rude/uninterested.c. intonation is often described as the “music”of the language.4.Please tell some basic organs for pronunciation.5.the classification of English Vowels.（1）Generally, according to their componential elements, English vowels can be classified into three categories: single vowels, diphthongs, and triphthongs.（2）Single vowelsSingle vowels contain a single element. They can be further classified according to different factors.According to the position of the highest part of tongue in producing the sound, there are:front vowels----/ i:, i, e,ε, æ ,a /central vowels----/ə:, ə, /back vowels—/u:, u, a: /According to the degree of lip rounding, there are:unrounded vowels----/i:, i, e, æ, ə:, ə, a:/rounded vowels----/u:, u /According to the tension of muscles, or the length of sounds, there are:tense vowels ----/ i:, ə:, u:, a:/ (long)lax vowels ----/ i, e, æ, ə, u, / (short)（3）DiphthongsDiphthongs contain two elements. They are produced with the tongue moving from one vowel position to the other. In English, there are 8 diphthongs: /ei, ai, au, əu, i, iə, Wə, uə/.(4) TriphthongsTriphthongs are composed of three elements. In their production, two movements of the tongue are involved. There are 3 triphthongs in English: /aiə, auə, iə/. Here, it should be pointed out that many scholars do not take triphthongs as members of basic English speech sounds. In their opinion, triphthongs are nothing but diphthongs followed by the sound /ə/.6.The appropriate attitudes to Vocabulary learning.V ocabulary items can be single words, compounds, phrases, and even sentences.Not every word has an equivalent in another language (e.g., the)V ocabulary can be taught.Both teachers and students need to know the difference between active and passive vocabulary.Translation is not the best way to explain new words.English-English explanation is better than translation, but still not the best way.An English-English dictionary is very useful.It is more effective when words of related meaning are taught and learned together.Studying vocabulary in context is more effective.Forgetting is inevitable. But if words are frequently used, they are less easy to forget.7.explain the sense relations of words.（1）Collocations 词语搭配Definition:Words that co-occur with high frequency and have been accepted as ways for the use of wordsInstances:Set phrases or constructions: in one’s opinion, after all, ask sb. to do sth.…Perform an operation /have or hold a discussionDo a lot of damage do one’s duty do wrongMake trouble make noise make an excuseAdvantage:Be able to increase fluency and appropriate language use.（2）Synonyms 同义词Definition:Items that mean the same, or nearly the sameInstances:Big-huge-large, country-nation-motherland（3）Antonyms 反义词Definition:Items that mean the opposite of a wordInstances:Big-small wide-narrow hot-cold（4）Hyponyms 下义词Definition:Words that can be grouped together under the same superordinate上位的conceptThe meaning of one word includes the meaning of the other wordInstances:8.What should we pay attention to when we learn foreign vocabulary? Please discuss it based on your experience.How to learn foreign vocabularyOnce you have got to grips with the fundamentals of a language (pronunciation, orthography and basic grammar), you can concentrate on learning vocabulary. This is probably the most important and time-consuming part of learning a language.(1)Associate the familiar with the unfamiliarTry to find word or phrases in your L1 which sound like and if possible have a similar meaning to words in your L2. Build mental images or draw pictures based on the connections. For example, the Spanish for "ice" ishielo (m), which sounds like yellow. To remember this word imagine yellow ice. This is an enjoyable method because many of the associations you think up will be silly, absurd or bizarre.(2)GendersTo remember genders try picturing a Spanish-speaking region, divide it into two and place masculine nouns on one side and feminine words on the other. In the case of ice imagine the masculine half covered in yellow ice.If your L2 has many genders, imagine a large building with many floors, assign a different gender to each floor and place words on the appropriate floor according to their gender.(3)Avoiding language mix upsAssociating words from each language you learn with places where they are spoken will help you to avoid getting your languages mixed up. For example, if you're learning French and Spanish, imagine a map of Europe and place the French words in France and the Spanish words in Spain. Alternatively you could imagine a map of North America and place the Spanish words in Mexico and the French words in Quebec.(4)Testing and revisionTo ensure the words stick in your memory, test yourself on them at regular intervals. If you learn some new words in the morning for example, check that you can still remember them later that day, the next day, a week later and a month later. If you find some words hard to recall, try thinking up different associations for them. You may need to try several different associations before you find one that works.(5)Learn related words & phrasesWhen learning the word for hand, for example, try to learn related words, such as parts of the hand; actions of the hand; other parts of the body, and things you might wear on your hands. Also try to learn words with the same rootand phrases which include the word hand.As you learn more words you will start to spot connections between words. The more words you learn the easier you will find it to guess the meanings of new words.(6)Learn words in contextLearning long lists of unrelated words is boring, difficult and doesn't help you much when you come across those words in a different context. If you focus on learning words in the context you're most likely to find them, you're more likely to recognise them when you encounter them or need to use them again.When learning food words, for example, think about when you'd be most likely to use them, i.e. when cooking, eating, shopping, etc, and learn other words related to those situations. Then try constructing sentences using the new words. Good dictionaries contain examples of usage which you can use as models for your own sentences. As your knowledge of your L2 improves, using a monolingual dictionary is a good idea. This helps you to understand words through their meaning rather than relying on translations into your L1.(7)Practice reading as much as possibleA great way to build up you vocabulary is to have a go at reading books, magazines, newspapers or comics written in your L2. Ideally look for reading material covering topics you find interesting. When reading, try to guess the meanings of any words you don't know and then check them in a dictionary to see if your guesses were correct. You don't have to look up every unfamiliar word as long as you can get the gist of the text.9.implicit teaching (内隐教学)and explicit teaching（外隐教学）(1)Implicit teaching or instruction:teaching a certain topic in a suggestive or implied manner;the objective is not plainly expressed.Students are required to infer appropriate rules by themselvesfrom examples presented by teachers.(2)Explicit teaching or instruction:directing student attention toward a specific learningobjective in a highly structured environmentStudents are taught in a logical order directed by the teacher through demonstration, explanation and practice.10.Deductive method in grammar teaching(演绎法)（1）advantages and disadvantages（2）The application of the deductive method：a.Presentation：The teacher presents the following sentences:If I had a laptop now, I would lend it to you.If you left me tomorrow, I would die.If you had studied hard, you would have passed the exam.B.explanationC.practiceThe teacher contrasts the difference between sentences of real condition and unreal condition:If we leave now, we can catch the train.(真实条件句: 可能实现）If we left now, we could catch the train.(虚拟条件句: 纯然假想、无法实现)11.Can you give some suggestions for teaching grammar?Learning grammar itself is not the ultimate goal of learning EnglishGrammar presentation methods should be varied in accordance with corresponding situations (the inductive and guided discovery method used for easily perceived structures/ the deductive method used for complex structures) Grammar presentation should include both oral and written and both form and meaning.Plenty of contextualized examples of the target structure are necessary.Comprehension should be enhanced via visual materials, such as tables, diagrams, pictures, realia, etc.Complex terminology should be avoided for younger learners, whereas commonly used terminology should be introduced for relatively advanced learners.Interaction between the teacher and the learner and between the learners should be improved.12.What are the difficulties you encounter in English listening?Insufficient resources for listening(lack of listening materials, equipment, and real-life situations)Different ways of producing the same sounds(e.g., different dialects and accents, stresses, rhythms, intonations, mispronunciations, etc)Little or no control over the speed of the inputNo chance to go backNo time to pause to work out the meaningThe influence of background noiseSimultaneous treatment with other tasks13.Explain the characteristics of listening process.（1）Spontaneity. We listen to people peaking spontaneously and informally without rehearsing what whey are going to say ahead of time.（2）Context. While listening, we know the relationship between the listener and the speaker. The situation helps to predict what we are going to hear.（3）Visual clues. Facial expression, gestures, and other body language, and the surrounding environment, these visual clues help us predict and understand what we hear.（4）Listener’s response. In a conversation, we can interrupt the speaker and ask for repetition or clarification. （5）Speaker’s adjustment. The speaker can adjust the way of speaking according to the listener’s reaction, e.g. he/she may rephrase or elaborate (to put it in more details).14.Give some examples for the activities of while-listening stage.Purpose:check comprehensionActivities:no specific responseslisten and ticklisten and sequencelisten and actlisten and drawlisten and fill (fill in the blanks)listen and take notesSummaryMost of the time, it is helpful to provide a task for the students to do something while they are listening.By providing a variety of types of tasks, students learn to listen for a variety of purposes, which better prepares them for listening in the real world outside the classroom.15.What can we do in the pre-listening stage?Purposes：Motivate studentsActivate prior knowledgeTeach key words or structuresActivities:PredictingSetting the sceneListening for the gistListening for specific informationPredictingGood listeners are good predictors.There are many different activities that can be used to encourage students to predict the content of what they are about to hear.Visual aids are immensely helpful in aiding students’comprehension. “They attract students’attention and help and encourage them to focus on the subject in hand”(Ur, 1984:30).Setting the SceneThe teacher can help provide the background information to activate learners’schema, so they will be better prepared to understand what they hear.Listening for the gistListening for the gist is similar to skimming a passage in reading. The key is to ask students one or two questions that focus on the main idea or the tone or mood of the whole passage.Notice that students can answer the gist questions even though they do not understand every word or phrase in the passage.Listening for specific informationThere are situations in real life where we listen only for some specific details and ignore the rest of the entire message. e.g. weather forecast, announcements in train stations/airportsIt is important to expose our students to a variety of types of listening texts for a variety of purposes so that they will develop a variety of listening strategies to use for different situations.Summary:We may use more than one kind of pre-listening activity;Pre-listening tasks should not take much time;The purpose of pre-listening activities is to activate the students’schema, i.e. to provide context.16.What are the differences between spoken language and written language?Spoken language Written language1. Simple form,not even correct,incomplect,short Difficult,complicate2. Convenient,efficient,ungrammatical Sentences:well-organised,carefully-constructed3. Informal,with body language,spontaneous, Formal,permanent,can be readnot recorded,expect to be understand immediatelyLanguage students must also consider who they are talking to and be able to check if they are being understood. If no, they need to be able to change strategies. In speaking, unlike writing, the speaker gets immediate feedback from the listener.17.Explain the principles for teaching speaking.Balancing accuracy with fluencyContextualizing practicePersonalizing practiceBuilding up confidenceMaximizing meaningful interactionHelping develop speaking strategiesMaking the best use of classroom learning environment(1)Balancing accuracy-based with fluency-based practicesOn one hand, we need to allow time for grammar and vocabulary learning so that students have sufficient linguistic competence. One the other hand, we need to provide sufficient opportunities for students to develop fluency.(2)Contextualising practiceTeachers need to identify a situation in which a target structure is commonly used.(3) Personalising practiceWe need to help students learn better by personalizing the content and context so that students can talk or write about their own life experiences and their personal opinions.(4)Building up confidenceIt is very important for the teacher to create a relaxed and supportive environment and help them build up their confidence. Don’t be afraid of making mistakes.(5) Maximising meaningful interactionsAs one of the main objectives of teaching speaking is to develop students’ability to initiate a topic, to ask questions, to take turns in speaking, to change topics and to have some control over the communication, it is best practiced within small groups or in pairs. When we design speaking practices, we need to ensure that the interaction is meaningful and participation is maximum(6) Helping students develop speaking strategiesSpeaking involves strategies, such as initiating a conversation, turn taking, asking for clarification, asking for repetition, getting others’attention, getting help from others, and ending a conversation, etc.(7) Making the best use of classroom leaning environment to provide sufficient language input and practice for the students.In china, students have the opportunity to hear and speak the language only in the classroom. So creating an English speaking environment to maximize learning opportunity is crucial for students.18.Explain the advantages for group work in speaking activities.More opportunities. As compared with activities for the whole class, group work enables students to talk a lot because it increases the time for each student to practise speaking in one lesson.More motivation. Group work helps students avoid losing their face in front of a whole class, and thus it makes students courageous to speak.More authenticity. Speaking in a small group is more natural than speaking in a large group, because the latter is usually more formal and requires preparation.Different levels. Students can naturally perform to their abilities more readily in small groups than in a whole class, i.e. students of different levels can participate.More cooperation. Small group work helps students learn to work cooperatively and it helps develop interpersonal skill –fostering development of tolerance, mutual respect and harmony.19. What does effective reading involve?have a clear purpose in reading;read silently;read phrase by phrase, rather than word by word;concentrate on the important bits, skim the rest, and skip the insignificant parts;use different speeds and strategies for different reading tasks;perceive the information in the target language rather than mentally translate;guess the meaning of new words from the context, or ignore them;have and use background information to help understand the text.20.Explain the principles for teaching reading.The texts and tasks should be accessible to the students.Tasks should be clearly given in advance.Tasks should be designed to encourage reading for the main meaning rather than test the students’understanding of trivial details.Tasks should help develop students’reading skills and strategies rather than test their reading comprehension. Teachers should help students develop reading strategies and abilities applicable to out-of-class situations. Teachers should help the students to read on their own, so that they eventually become independent readers.21.Explain the 3S reading methods.Setting the scenesetting the cultural scene setting the background sceneSkimming (main idea)。
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Revision Contents:Unit 1 Language and Learning1. What are the major views of language? What are their implications to language teaching or learning?Structural View: It sees language as a linguistic system made up of various subsystem: from phonological, morphological, lexical, etc. to sentence. Each language has a finite number of such structural items.To learn a language means to learn these structural items so as to be able to understand and produce language.Teaching methods based on this view:the Audio-lingual methodTotal Physical Responsethe Oral ApproachSituational Language Teaching.Audiolingual approach: The teaching of a second language through imitation, repetition, and reinforcement. It emphasizes the teaching of speaking and listening before reading and writing and the use of mother tongue in the classroom is not allowed.The principal features of audiolingualism are an emphasis on structures in the language which can be learned as regular patterns of verbal behavior and the belief that learning is a process of habit formation.Functional View: It sees language as a linguistic system but also as a means for doing things. Most of our day-to- day language use involves functional activities: offering , suggesting , advising, apologizing, etc. Therefore, learners learn a language in order to do things with it. To perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions.Some of the language learning approaches and methods based on this view of language are: communicative approachesInteractional View: It considers language as a communicative tool, whose main use is to build up and maintain social relations between people. Therefore, learners not only need to know the grammar and vocabulary of the language, but also need to know the rules for using them in a whole range of communicative context.Some of the language learning approaches and methods based on this view of language are: Strategic interaction; communicative approaches.to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions.a linguisticsystem ,means fordoing things Functional not only to know thegrammar and vocabulary ofthe language , but also toknow the rules for using themin a whole range ofcommunicative context. a communicati ve toolInteractional to learn these structural items a linguistic system StructuralLanguage learning Language Views2. What are the major Views on language learning ? What are theirimplications to language teaching?Behaviouralist theoryBased on the theory of conditioning, Skinner suggested language isalso a form of behaviour. It can be learned the same way as an animal istrained to respond to stimuli. This theory of language learning isreferred to as behaviouralism, which was adopted for some time by thelanguage teaching profession, particularly in America.One influential result is the audio-lingual method, which involvesendless “listen and repeat ” drilling activities. The idea of this methodis that language is learned by constant repetition and the reinforcementof the teacher. Mistakes were immediately corrected, and correctutterances were immediately praised. This method is still used in manyparts of the world today.Cognitive theoryIt seems to be largely the result of Noam Chomsky ’s reaction toSkinner ’s behavioural theory, which led to the revival of structurallinguistics.The key point of Chomsky ’s theory is reflected in his most famousquestion: if language is a learned behaviour, how can a child produce asentence that has never been said by others before.One influential idea is that students should be allowed to createtheir own sentences based on their understanding of certain rules. Thisidea is clearly in opposition to the Audio-Lingual Method.According to the cognitive theory, learning is a process in which thelearner actively tries to make sense of data. The basic technique associated with a cognitive theory of language learning is the problem-solving task.Constructivist theory--- represented by John DeweyLearning is a complex cognitive process in which the learner constructs meaning based on his or her own experiences and what he /she already knows.Implications for classroom teachingTeaching should be built based on what learners already know and engage learners in learning activities.It is believed that education is used to develop the mind, not just to rotate or recall what is learned.Teachers need to design activities to interact with learners to foster inventive, creative, critical learners.Teachers must balance an understanding of the habits, characteristics as well as personalities of individual learners with an understanding of the means of arousing learners’ interest and curiosity for learning. Socio-constructivist theory ----represented by VygotskyIt emphasizes interaction and engagement with the target language in a social context based on the concept of ‘Zone of Proximal Development’(ZPD) and scaffolding.Learning is best achieved through the dynamic interaction between the teacher and the learner and between learners. With the teacher’s scaffolding through questions and explanations, or with a more capable peers’support, the learner can move to a higher level of understanding and extend his / her skills and knowledge to the fullest potential. 3. Socio-constructivist theory of language learning emphasizes interaction and engagement with the target language in a social context.4. The quality of a good language teacher includes ethic devotion, professional quality and personal styles.5.One influential idea of cognitive approach to language teaching is that students should be allowed to create their own sentence based on their own understanding of certain rules.Unit 2 Communicative Principles and Activities1. The goal of CLT is to develop students’ communicative competence.2.What is communicative compentence? Try to list some of its componentsand their implication to teaching.Communicative compentence refers to both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations. According to Hedge, it includes five components.Linguistic competence--- knowledge of the language itself, its form and meaningPragmatic competence--- the appropriate use of language in social context Discourse competence --- one’s ability to create coherent written text or conversation and the ability to understand them (ability to express or to understand a topic logically and coherently by effectively employing or comprehending the cohesive markers used in the discourse /ability to initiate, develop, enter, interrupt, check, or confirm in a conversation) Strategic competence--- strategies one employs when there is communication breakdown due to lack of resourcesFluency---- one’s ability to ‘link units of speech together with facility and without strain or inappropriate slowness or undue hesitationImplications for teaching and learning:Linguistic competenceTeachers need to help learners----achieve accuracy in the grammatical forms of the language;----pronounce the forms accurately;----use stress, rhythm, and intonation to express meaning;----build a range of vocabulary;----learn the script and spelling rules;----achieve accuracy in syntax and word formation.Pragmatic competenceTeachers need to help learners---learn the relationship between grammatical forms and functions;---use stress and intonation to express attitude and emotion;---learn the scale of formality;---understand and use emotive tone;---use the grammatical rules of language;---select language forms appropriate to topic, listener, or setting, etc. Discourse competenceTeachers need to help learners----take longer turns, use discourse markers and open and close conversations;----appreciate and be able to produce contextualised written texts in a variety of genres;----be able to use cohesive devices in reading and writing texts;----be able to cope with authentic texts.Strategic competenceTeachers need to enable learners----to take risks in using the language;----to use a range of communicative strategies;----to learn the language needed to engage in some of these strategies, e.g. ‘What do you call a thing that/person who…’FluencyTeachers need to help learners-----deal with the information gap of real discourse;-----process language and respond appropriately with a degree of ease; -----be able to respond with reasonable speed in ‘real time”.3.What is communicative language teaching?Communicative language teaching began in Britain in the 1960s as a replacement to Situational Language Teaching. This was partly in response to Chomsky's criticisms of structural theories of language and partly based on the theories of British functional linguistics, as well as American sociolinguists.The goal of communicative language approaches is to create a realistic context for language acquisition in the classroom. The focus is on functional language usage and the ability to learners to express their own ideas, feelings, attitudes, desires and needs.Open ended questioning and problem-solving activities and exchanges of personal information are utilized as the primary means of communication. Students usually work with authentic materials in small groups on communication activities, during which they receive practice in negotiating meaning.This method is learner-centered and emphasizes communication and real-life situations. The role of the instructor in CLT is quite different from traditional teaching methods. In the traditional classroom, the teacher is in charge and "controls" the learning. In CLT the teacher serves as more of a facilitator, allowing students to be in charge of their own learning.4.Principles in communicative language teachingCommunication principle: Activities that involve real communication promote learning.Task principle: Activities in which language is used for carrying out meaningful tasks promote learning.Meaningfulness principle: Language that is meaningful to the learning supports the learning process.5.Strong version and week versionA weak version: Learners first acquire language as a structural system and then learn how to use it in communication.It regards overt teaching of language forms and functions as necessary means for helping learners to develop the ability to use them for communication.A strong version:Strong version: The strong version claims th at ‘language is acquire through comm unication’. Learners discover the structural system in the process of learning how to communicate.It regards experiences of using the language as the main means or necessary conditions for learning a language as they provide the experience for learners to see how language is used in communication.5. List some of the communicative activities.1) Functional communicative activitiesIdentifying picturesDiscovering identical pairsDiscovering sequence or locationsDiscovering missing informationDiscovering missing featuresDiscovering “secrets”Communicating patterns and picturesCommunicative modelsDiscovering differencesFollowing directionsReconstructing story-sequencesPooling information to solve a problem2) Social interaction activitiesRole-playing through cued dialoguesRole-playing through cues and informationRole-playing through situation and goalsRole-playing through debate and discussionLarge-scale simulation activitiesimprovisation 6. Main features communicative activities Some main features of communicativeactivities (Ellis 1990)Students make use of materials6. No materials control Students work by themselves.5. No teacher interventionStudents are free to use all kinds of language forms and skills, not just certain forms given by teacher.4. Variety of languageConcentrate on what to do and what to say in the activity, not how to say certain forms.3. Content, not formA need to do something 2. Communicative desire A need to know something.---’an information gap ’1. Communictive purposenotes The six criteria7. The Task-based ApproachA task-based approach sees the language process as one of learningthrough doing. It stresses the importance to combine form-focusedteaching with communication-focused teaching.The task-based approach aims at providing opportunities for thelearners to experiment with and explore both spoken and written languagethrough learning activities which are designed to engage learners in theauthentic, practical and functional use of language for meaningfulpurposes.Task -based Learning offers an alternative for language teachers. Ina task-based lesson the teacher doesn't pre-determine what language willbe studied, the lesson is based around the completion of a central taskand the language studied is determined by what happens as the studentscomplete it.So it aims to provide learners with a natural context for languageuse．As learners work to complete a task，they have abundant opportunityto interact．Such interaction is thought to facilitate languageacquisition as learners have to work to understand each other and toexpress their own meaning．By so doing，they have to check to see if theyhave comprehended correctly and，at times，they have to seekclarification．By interacting with others，they get to listen to language which maybe beyond their present ability，but which may be assimilated into theirknowledge of the target language for use at a later time．Task presented in the form of a problem-solving negotiation betweenknowledge that the learner holds and new knowledge7. What is a task?Any one of the following definitions is ok:A task is “a piece of work undertaken f or oneself or for others,freely or for some reward. Thus examples of tasks include painting a fence,dressing a child. In other words, by ‘task’ is meant the hundred andone things people do in everyday life, at work, at play and in between”.-------- Long (1985) [A task is] an activity which require learners to arrive at an outcomefrom given information through some process of thought, and which allowsteachers to control and regulate that process. ------ Prabhu (1987) … a piece of classroom work which involve learners in comprehending,manipulating, producing or interacting in the target language while theirattention is principally focused on meaning rather than on form. ----Nunan(1989) Tasks are always activities where the target language is used by thelearner for a communicative purpose (goal) in order to achieve anoutcome.”A task is an activity in which students use the target language todo something, usually with a non-linguistic purpose.8. A task is believed to have four components: a purpose, a context, aprocess, and a product.9. What is PPP model?In this model, a language classroom consists of three stages: Presentation of new language item in a context---controlled practice (drilling, repetition, dialogue reading, etc)---production of the language in a meaningful way (a role-play, a drama, an interview, etc.)10. A task-based language classroom consists of three stages. They are pre-task stage, the stage of task cycle, and the stage of language focus.Unit 31. The overall language ability required in the 2001 National English Curriculum includes the following aspects language knowledge, language skills, learning strategies, affects and cultural understanding.2. What is a syllabus?A syllabus is a specification of what takes place in the classroom, which usually contains the aims and contents of teaching and sometimes contains suggestions of methodology.3. What is curriculum?A curriculum, however, provides (1) general statements about the rationale about language, language learning and language teaching, (2) detailed specification of aims, objectives and targets learning purpose, and (3) implementations of a program. In some sense, a syllabus is part of a curriculum.Syllabus is often used to refer to something similar to a language teaching approach, whereas curriculum refers to a specific document of a language program developed for a particular country or region.4. 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 adaptability.4) Pay close attention to the learning process, and advocate experiential learning and participation.5. 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.Unit 4. Lesson Planning1. What is lesson planning?Lesson planning means making decisions in advance about what aims to be achieved, materials to be covered, activities to be organized, andtechniques, resources to be used in order to achieve the aims of the lesson.2. Principles for good lesson planning include: Aim, Variety, Flexibility, Learnability and Linkage3. Lesson planning at two levels:Macro planning: planning over a longer period of time (programme planning / whole course planning---one semester planning---half a semester planning)Micro planning: planning for a specific unit or a lesson (40 or 50 minutes)4. Components of a lesson planBackground information: number of students/ ages/ grade/ genders/ the time and the date of the lesson/ the time duration of the lesson Teaching objectives: What do you want students to know and be able to do? Language contents and skills: structures, vocabulary, functions, topics and so on; listening, speaking, reading and writing.Teaching stages and procedure: the major chunks of activities that teachers go through in a lesson. Procedures are the detailed steps in each teaching stage.1) Five-step teaching model(1) warm-up/ a tarter/revision;(2) presentation(3) drilling(4) consolidation(5) summary and homework2) The three P’s model: presentation, practice, and production Teaching aids: real objects/ flashcards/ wordcards/ worksheets/ wallcharts/ cassette tapes/ magazine pictures/ video, Multi-media, etc. End of lesson summary:Purposes of making a summary is to take learning further and deeper by helping the students to refer back to the learning objectives; To create a sense of achievement and completion of tasks for the students. To develop with students a habit of reflection on learning; stimulate interest, curiosity and anticipation about the next phase of learning; help students draw out applications of what has been learned and highlight the important conceptions which have developed. Homework assignmentOptional activitiesAfter class reflection:Teachers are encouraged to keep a brief account of what happened in the lesson: feelings about the lesson, students’performances, unexpected incidents, surprises, things that went well, things that went wrong and things to be improved and things to be given more attention in the next lesson.Unit 5 Classroom Management1.What is classroom management?Classroom Management refers to the way teachers organize what goes on in the classroom.2. Types of student grouping and their advantages and disadvantagesIn language classroom can be grouped in four different ways. They are whole-class work (lockstep), pair work, group work and individual study.1) whole-class work (lockstep)Lockstep refers to the time when all the students are under the control of the teacher. They are all doing the same activity at the same rhythm and pace. Lockstep is adopted when presenting new language, give explanations, check answers, do accuracy-based reproduction, or summarize learning.Advantages:It reinforces a sense of belonging among a group of members. When students are doing the same activity together, everyone feels being together with others.It is good for teachers to give instruction and explanation together and it is an ideal way to show materials and do presentations together.Disadvantages:Everyone is forced to do the same thing at the same time and at the same pace. Individuality is not favored in this sense.Not everyone has the opportunity to express what they want.Some students feel nervous and anxious when they are asked to present in front of the class.It favors the transmission of knowledge from teacher to students rather than students discovering things by themselves.It is not a good way to enhance real communication. Students cannot communicate with each other in this sense.2) pair work: the time when students work in pairs on an exercise or task. It could be a dialogue reading, a game or an information-gap task between two students.Advantages:It dramatically increases students’speaking time in each class.It allows students to work together rather than under the teacher’s guidance.It allows teacher’s time to work with the week pair while others are working on their own.It can promote cooperation between students.It can create a more relaxed and friendly context for students to learn.It is relatively quick and easy to organize.DisadvantagesIt is often very noisy and teachers are afraid of losing control ofthe class.Some students may talk in native language or something not related to the topic. It is not very easy for teachers to monitor every pair.Some students may not like to work with the peers, and they think they can only learn from the teacher. So they refuse to participate in the activities.The choice of a pair is also a problem. Some students don’t like to work with particular partner while someone may dominate all the time.3) group workGroup work refers to the time when students work in small groups.Advantages:Like pair work, it dramatically increases the amount of talk of individual students.There is always a great chance of different opinions and contributions to the work.It also encourages cooperation and negotiation skills among students.It promotes learner autonomy by allowing students to make their own decision rather than follow the teachers.DisadvantagesLike pair work, it is likely to make the classroom very noisy and some teachers feel very uncomfortable with the noise.Not everyone enjoys the work since many of them prefer to work with teachers rather than peers.Some students may dominate the talk while others may be very passive or even quiet all the time.It is difficult for teacher to organize. It may take a longer time for teachers to group students and there may be not enough space for students to move around in classroom.Some groups may finish the task fast while some may be very slow. So teachers need to prepare the optional activities for the quick group and be ready to help the slower ones all the time.4) individual studyIndividual study is the stage where the students are left to work on their own and at their own speed.Advantages:It allows students free time, style and pace to study on their own.It is less stressful compared with whole class work.It can develop learner autonomy and form good learning habits.It can create some peaceful and quiet time in class.DisadvantagesIt does not help a class to develop a sense of belonging. Students learn by themselves and it does not promote team spirit.It may not be very motivating for students.It does not benefit communication between students. Students cannotdevelop speaking ability in this sense. Ac tivity 5: Group dis c us s ionThe advantages and disadvantages of the above groupingLess dynamic classroom;No co-operation;No outside pressure;Study at own speed;Individual study The same as those in pair work;plays some students might dominate;Difficult to group;Communication in its real sense;More dynamic than pair work;promoting self-reliance;Group work Students stray away from the task;Using native language;Noise and indiscipline.More chance for practice;Encouraging co-operation;Relaxing atmosphere;Pair work Students have little chance to speak;Same speed for different students;Nervous in front of the whole class;Not enough communication;All the class are concentrating; good modeling from teacher;comfortable in choral practiceWhole-classwork Disadvantages Advantages Grouping3. The role of the teacher ---- contoller, assessor, organizer, prompter, participant, resource provider4. The new curriculum requires the teacher to put on the following new roles: facilitator, guides, and researchers.5. What are the functions or purposes of questions?To focus students’ attentionsTo invite thinking or imaginationsTo check understandingTo stimulate recall of informationTo challenge studentsTo assess learning6. Classification of questionsQuestions have been classified using different criteria, mainly based on the level of thinking involved in answering the questions. Closed v.s open--- Closed questions refer to those with only one single correct answer while open questions may invite many different answers.Display v.s genuine--- Display questions are those that the answers are already known to the teacher and they are used in checking if students know the answers, too. Genuine questions are those which are used to find out new informationand more communicative.Lower-ordered v.s high-ordered--- Lower-ordered questions refer to those that simply require recalling of information or memorisation of facts while higher-ordered questions require more reasoning, analysis, and evaluation.7. How to deal with errors?The distinction between mistakes and errors:A mistake: a performance error that is either a random guess or a “slip of tongue/pen”, it is a failure performance to a known system.A mistake has nothing to do with the language competence.An error has direct relation with the learners’ language competence. Errors do not result from carelessness nor hesitation, but lack of knowledge in the target language. Language errors cannot be self-corrected.When to correct：accuracy-based activities；fluency-based activities How to correct：Direct teacher correctionIndirect teacher correctionSelf correctionPeer correctionWhole class correctionSelf-correction is encouraged before teacher correction or peer correction because if it is a mistake, the student himself/herself will be able to correct it.Indirect teacher correction is encouraged rather than direct teacher correction to avoid damagi ng students’ Self esteem and confidence.Unit 6 Teaching Pronunciation1.True or false?2. Factors that determine whether students need focus on pronunciation (1) Similarities of sound system between the native language and the target language.(2) Learners’ learning context --- Learners’ exposure to English(3) Learners’ age---- Adults are more likely to substitute English sounds with sounds from their native language.3. Critical Period HypothesisThis hypothesis states that if humans do not learn a foreign language before a certain age (perhaps around puberty), then due to changes such as maturation of the brain, it becomes impossible to learn the foreign language like a native speaker.4. The goal of teaching pronunciation should be: consistency, intelligibility, and communicative efficiency.(1) Consistency: The pronunciation should be smooth and natural.(2) Intelligibility: The pronunciation should be understandable to the listeners.(3) Communicative efficiency: The pronunciation should help to convey the meaning that is intended by the speaker.5. Imagine that you want to focus on a sound that your students are having difficulty with. Which of the following steps are necessary? In what order would you teach and practice the sound? On the line tick the steps that you think are necessary. In the brackets, write the order numbers. Focus only on those sounds which are causing difficulty to the students. The following steps may be helpful in teaching the difficult sounds:1) Say the sound alone, but this may be avoided wherever possible.2) Say the sound in a word.3) Contrast it with other sounds if necessary.4) Write words on the board only when it becomes necessary to make your point clearer.5) Explain how to make the sound when necessary.6) Have students repeat the sound in chorus.7) Have individual students repeat the sound.6. List some methods of practicing sounds.Minimal pairsWhich orderOdd one outCompletionSame or different?Unit 7 Teaching Grammar1. Read the following statements about grammar in English learning and。