Knowledge based approach to consonant recognition

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英语教学法程》王蔷复习题

英语教学法程》王蔷复习题

英语教学法程》王蔷复习题陕西师范大学《英语教学法教程》复习题Unit 1 (3)Unit 2 (3)Unit 3 (3)Unit 4 (3)Unit 5 (4)Unit 6 (4)Unit 7 (4)Unit 8 (4)Unit 9 (4)Unit 10 (5)Unit 11 (5)Unit 12 (5)Unit 13 (5)Unit 14 (7)Unit 15 (7)综合复习题 (9)第三模块复习题Unit 1Views on languageViews on language learning1. What are the major views of language? What are their implications to language teaching or learning?2. Some language teachers argue that we should “teach the language” rather than “teach about the language”. What are the major differences between these two approaches tolanguage teaching?3. Audiolingual approach to language learning4.Socio-constructivist theory of language learning emphasizes interaction and engagement with the target language ina 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 2What 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 41. What is the Grammar-Translation Method?2.What is the Functional-Notional syllabus?3.What?s the di fference between Grammar-Translation Method and the Functional-Notional Approach?4. What is Sociolinguistics? Can you give some examples in your daily life?5. What is Language acquisition and language learning?6.What is the Natural Order of language acquisition?Unit 5What 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 6Critical Period HypothesisThe goal of teaching pronunciation should be: consistency, intelligibility, and communicative efficiency.List some methods of practicing sounds.Unit 7Grammar presentation methodsGrammar practice is usually divided into two categories, mechanical practice and meaningful practice.Unit 8What does knowing a word involve? Receptive vocabulary and productive vocabulary.List some ways of presenting new wordsHow to consolidate vocabulary?Developing vocabulary building strategiesUnit 9Characteristics 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 10What 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 11The 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 12What is the main idea of communicative approach to writing?What is the main idea of the process approach to writing?Unit 13I: What is the teacher?s role in communicativeLanguage teaching?I I: Decide which of the followings are “ traditional teaching methods” and which are communicative teaching methods”.1. The teacher tries to help them remember the meaning of each word by reading it mechanically again andagain.2. Students read the pattern drills aloud and then translate them one by one into Chinese. (or: first targetlanguage into mother tongue, then mother tongue into target language.)3. “Jigsaw” listening or reading--- the students read or listen to different texts, then they exchange with each other the information they have gained from them.4. The teacher refers to a picture,which everyone in the class can see and asks questions about the picture.5. Mini-research and questionnaires-students walk around the class to do a mini-investigation on certain topicthey are interested in by asking the other students question.6. The students read aloud the new words and expression by imitating their teacher or by listening to the tape.7. Students make sentences following the given pattern or sentence structure.8. Students present their own ideas or opinion on certain topic.9. Students read the text aloud.10. Students speak according to the roles assigned to them in a given situation11. Students do the written exercises, such as filling in the blanks with the correct forms of the verbs, adverbs, or prepositions, or they do multiple choice exercises .12. The text would be read aloud sentence by sentence and each one would be translated.13. The language is natural, so students will learn how speakers of the language actually use it.14. Students can learn more about the language by examining the discourse (how the text is organized and language is used to hold it together) and more about the background culture, which will help them comprehend future texts.15. The teacher teaches grammar rules. The teacher explains and illustrates them by pointing to examples in the text or by thing examples from dictionaries or grammar books.16. Real life is brought into the classroom, so that students are doing in class to what they might have to do later in life.17. The teacher then begins to deal with the text, sentence by sentence and paragraph by paragraph: explaining the language points, dwelling upon the grammar rules, analyzing the sentences, providing the Chinese equivalents, giving the examples to demonstrate the usage of certain words and expressions.18. Students in pairs are given different bits of information. By sharing this separate information they can completea task.19. Students in groups do debating, arguing about the advantage and disadvantage of T.V.20. The teacher then begins to deal with the text, sentence by sentence and paragraph by paragraph: explaining the language points, dwelling upon the grammar rules, analyzing thesentences, providing the Chinese equivalents, giving the examples to demonstrate the usage of certain words and expressions.III: Look at the following …role definitions? and the list of some a teacher?s functions. For each of these functions, decide which role is most appropriate ( in some cases more than one …role? may be involved)Rolesa. diagnosticianb. plannerc. managercontrollere. participantf. instructorg. assessorh. prompter1. to find out (as far and as consistently as possible the needs, interests, language difficulties and preferred learning styles of the students.2. to foster a group feeling(cooperation, liking, common aims, mutual confidence, etc)3. to ensure that learners have clear short and long-term learning objectives.4. to assess the progress of individual and of the class as a whole5. to ensure that learners are aware of this progress.6. to encourage students to take responsibility for their learning.7. to vary patterns of interaction within the lesson according to the precise aims and the nature/feeling of the group.8. to ensure that the students find their involvement sufficiently challenging.9. to analyse and present realistic …chunks? of the target language for students to process.10. to select and introduce activities and materials for language work.11. to help students develop positive, individual strategies for learning.Unit 141. What is bottom-up approach and top-down approach?2. What area the four main reading strategies? Describe their differences. When do you use these reading strategies?3. What?s pre-reading, while-reading and post-reading? What are their activities? Find a text and write pre-reading, while-reading and post reading activities.1. What is bottom-up approach and top-down approach?2.What area the four main reading strategies? Describe their differences. When do you use these reading strategies?3. what?s pre-reading, while-reading and post-reading? What are their activities? Find a text and write pre-reading, while-reading and post reading activities.Unit 15As a successful listener, he should be able to demonstrate his success by correctly reproducing the aural message, requires important information.The purpose for listening in real life are: :a. get informationb. to maintain social relationsc. to be entertained.Language and background knowledge constitute the two main sources of informationFor different purpose people use different listening skills;a. listening for a general ideab. listening for specific informationc. listening for detailed informationd. listening for inferring information ( listen to decode what is indirectly expressed, including the relationships between speaker, the moods or attitudes of the speaker, the physical setting of the text.e. note-takingGuidelines for designing effective listening tasks:a. the listening skill the students are required to developb. students? interests, needs, language level and potential problemsc. the class size, time available, teaching aidsDesigning tasks to develop the skill of listening for general ideaa. decide a titleb. write out the answersc. write a summaryd. look at a list of words and circle those used by the speakere. fill in blanksf. sequencing the main pointsconducting a listening classthe teacher can be thought of as a “director” and the students “actors”Task for director:a. gives an introductionb. monitor and observec. make comments or diagnose problemsthe t eacher?s role in listening class is just like director. A listening class is divided into three stages: pre-listening, while-listening and post-listening stages.Pre-listening stage a period before the students start listening. The main tasks of the pre-listening stage area. introduce about the topicb. introduce the type of the textc. introduce some background informationd. make predictions about the content and make a list of words which may occur in the listening text.While-listening stageIt is the period in which the students perform the act of listening. This is the stage in which students actually carry out all the activities while the teacher observes and operates the machine.The tasks in this stage are:a. listening for general ideab. listening for specific informationc. listening for inferringActivities:a. filling details in a formb. labeling a piece of graphic materialc. taking notesd. correcting something already writtene. ticking off items in a listf. drawing the picture or diagramg. carrying out actionsh. arranging events or information in the correct sequencei. judging whether some statements about the listening textare true or falsePost-listening stage: a period after listeningTasks:a. checks student?s answersb. points out their problemsc. explains the listening textd. oral summarye. written summaryf. create the situation for students to do role-playg. express your own view about the topic of the text.h. solve a given set of problems using the information you have learnt from the texti. hold discussion with your group on the topicj. write a letter to complain about the situation described in the listening text.k. write the same situation in your experience综合复习题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 intoa 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 andasks 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 theyare designed in ------and if they are ------and again and again in situations and contexts.A. context, sameB. context, differentC. concept, difficulII. 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 ina 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 NationalEnglish 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 that they applied what they learned, he required them to use the expressions in the text. To his surprise, students were not very active and some groups were talking about something else and one group was 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 interestin 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 forma hobby club.3) It?s b etter 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 necessary to 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。

英语哲学思想解读50题

英语哲学思想解读50题

英语哲学思想解读50题1. The statement "All is flux" was proposed by _____.A. PlatoB. AristotleC. HeraclitusD. Socrates答案:C。

本题考查古希腊哲学思想家的观点。

赫拉克利特提出了“万物皆流”的观点。

选项A 柏拉图强调理念论;选项B 亚里士多德注重实体和形式;选项D 苏格拉底主张通过对话和反思来寻求真理。

2. "Know thyself" is a famous saying from _____.A. ThalesB. PythagorasC. DemocritusD. Socrates答案:D。

此题考查古希腊哲学家的名言。

“认识你自己”是苏格拉底的名言。

选项A 泰勒斯主要研究自然哲学;选项B 毕达哥拉斯以数学和神秘主义著称;选项C 德谟克利特提出了原子论。

3. Which philosopher believed that the world is composed of water?A. AnaximenesB. AnaximanderC. ThalesD. Heraclitus答案:C。

本题考查古希腊哲学家对世界构成的看法。

泰勒斯认为世界是由水组成的。

选项A 阿那克西美尼认为是气;选项B 阿那克西曼德认为是无定;选项D 赫拉克利特提出万物皆流。

4. The idea of the "Forms" was put forward by _____.A. PlatoB. AristotleC. EpicurusD. Stoics答案:A。

这道题考查古希腊哲学中的概念。

柏拉图提出了“理念论”,即“形式”。

选项B 亚里士多德对其进行了批判和发展;选项C 伊壁鸠鲁主张快乐主义;选项D 斯多葛学派强调道德和命运。

5. Who claimed that "The unexamined life is not worth living"?A. PlatoB. AristotleC. SocratesD. Epicurus答案:C。

26个英语字母教学课件

26个英语字母教学课件
Phonological discrimination
distinguishing letters by their sound features, such as the presence of a particular sound or the sound's position in the word
26 English Letter Teaching Courseware
目录
CONTENTS
• Overview of Letter Teaching • Promotion and Writing of L • Classification and
discrimination • The combination and
Children should learn the sound associated with each letter and be able to blend them to form words
Writing Practice
Children should practice writing letters in both upper and lower case forms
Cognitive Development
Letter recognition and manipulation improve cognitive skills such as attention, memory, and problem solving
Language Development
Understanding letters and their sounds support the development of vocabulary and presence structure

Creative PX2221 E-dictionary使用说明书

Creative PX2221 E-dictionary使用说明书

汉神掌上学电子词典 Creative PX2221 E-dictionaryCharge the battery above 80% once every 3 months to avoid prolonged storage periods.with the USB chargingTURNING ON THE DEVICEAfter charging, press and hold the power button for about 2 seconds to turn on the device.The system will configure itself and display the main page for immediate use.To shut down the device completely, press and hold the power button for about3 seconds to access the shutdown options.After turning on the device, press the power button once to enter sleep mode, press againto wake up instantly.Put the device on sleep (standby) mode during examinations to save time. INTERFACE INTRODUCTIONAfter the device is turn on, you will be shown the main page. The page consists of four parts:E-dictionary: Chinese-Chinese dictionary, suitable for primary, secondary and JC levels.Vocabulary Knowledge / Composition Writing Assistance:Essential Chinese Language vocabulary and knowledge that is applicable in essay writing.Useful Learning Resources: Frequently used Chinese learning and writing resources.System Settings: E-dictionary related settings.g SYMBOLS INTRODUCTIONPrevious Related Word/Phrase Next Related Word/PhraseReturn to previous search Full text audio using TTS (Text-To-Speech)Real voice audio reading (for basic words only)11101011948362517Zoom tool Explanation of words/phrases Relevant examples Relevant/sample sentencesCharacter stroke order Cross Searching Function493725618g INPUT METHODSThere are 4 ways to input characters in the PX2221:1. Pinyin Input2. Bushou Input3. Stroke Search Input4. Handwriting Inputg1. PINYIN INPUTSwitch the input method to “拼音输入” (Pinyin Input).- Type the Chinese characters in Pinyin and it will show inthe “Choices Display”.- Tap on the desired character/phrase and it will appear inthe Text Input area. The system will also display relatedcharacters/phrases for your reference.- Tap on “确认” (Confirmation) button or choose one of thesuggested words/phrases listed and its explanation willappear instantly.To ease the word search, you can use these variouscombination of Pinyin input methods:1.1 Single Character Input: Full Pinyin Input e.g: cheng = 成、程、城……1.2 Pinyin + Tones Input: e.g: cheng3 = 呈、惩……(only 3rd tone words will be shown)1.3 Phrases Input: Two character phrases and above- Full Pinyin Input, e.g: yixinyiyi = 一心一意 - Consonant Input, e.g: rsrh = 人山人海、如诗如画……- Consonant + Full Pinyin Input,e.g: cgong = 成功、船公、长工……- Full Pinyin + Consonant Input,e.g: chengg = 成功、成果、城管……Note: The pronunciation for basic words is real voice recorded while the explanations/examples are read using TTS (Text-to-Speech).Confirmation ButtonConfirmation Button Change Input Method Change Input Method TextInput AreaTextInput Areag2. BUSHOU INPUTSwitch the input method to “部首查字” (Bushou Input). For example, to input the character “打”:- Enter the number of strokes,e.g: 提手旁 has 3 strokes, key in 3.- Select the Bushou, “扌”.- Key in the remaining stroke count and tap“部首查字” (Bushou Search) button,e.g: the remaining stroke count is 2, key in 2.- Select the character “打” in the Choices Display and itwill appear in the Text Input area. The system will also display related characters/phrases for your reference. - Tap on “确认” (Confirmation) button or choose one of the suggested words/phrases listed and its explanation will appear instantly.ChoicesDisplay Bushou SearchChoicesDisplayChangeInput Method TextInput Areag 3. STROKE SEARCH INPUTSwitch the input method to “笔画查字” (Stroke Search Input). You can input characters based on: - “部首” Bushou Stroke Count,- “部余” Remaining Stroke Count, or - “总笔画” Total Stroke Count.For example, to input the character “输”:3.1 Tap the “部首” (Bushou) button.3.2 Enter the Bushou stroke count, e.g. “车” has 4 strokes.3.3 Select the character “车” in the Choices Display area.3.4 Tap the “部余” (Remaining Stroke) button and enter theremaining stroke count, which is 9.3.5 Select the character “输” in the Choices Display area,and it will appear in the Text Input area. The system will also display related characters/phrases for your reference.3.6 Tap on the desired word/phrase listed and itsexplanation will appear instantly.Tips:1. Total Stroke Count Search:You can also directly select the total stroke count by entering the number.For example, to input the character “头”:- Tap the “总笔画” (Total Stroke Count) button.- “头” has 5 strokes. Enter “5”, and the Choices Display area will show the desired character.2. Tone-Assisted Search:“声调辅助” (Tone-Assisted Search) panel is l ocated at the bottom left of the keyboard, comprises of four buttons: “阴” (Yin), “阳” (Yang), “上” (Rising), and “去” (Departing). By tapping these buttons, you can narrow down the range of characters displayed in the Choices Display area.Choices DisplayTone-Assisted SearchStroke Count InputSwitch the Input method to “手写输入” (Handwriting Input).- Directly write in the “手写区” (Handwriting area).- Select your written character from the Choices Display.- Tap on “确认” (Confirmation) button or choose one of the suggested words/phrases listed on the Text Input area and its explanation will appear instantly..Tips:- Adjust the handwriting recognition speed in the system settings. It’s recommended to set it to the middle for the most optimal performance.- Avoid touching the writing area with your hands when writing.- Write within the designated writing area to avoid going off-grid.- After writing, the system will recognize the strokes within 0.5 seconds when the stylus leaves the writing area, and display the recognized word and other options in the Choices Display.- Avoid using script or cursive handwriting style and write using proper strokes for each character input.- Avoid writing the character too far apart, and don’t pause in between.You can input by writing on the designated area using either your finger or the provided stylus.Confirmation ButtonChange Input MethodTextInput AreaChoices Display Handwriting AreaRegardless of the input method you use, PX2221 provides additional effective input techniques to make character search more convenient.1. Wildcard InputWildcard symbols “ * ” and “ ? ” used in the system can assist students determine the words they are unable to confirm.“ * ” represents possibility of a few words “ ? ” represents possibility of one word e.g: 不? 不? =不卑不亢,不三不四…… *日? =风和日丽……2. Cross Searching FunctionTo obtain the meaning of certain words displayed in the explanation, you can press and hold the words and it will be highlighted by the system.Tap on this icon at the top-right hand corner and the system will provide the corresponding meaning directly.3. Level Reference to “欢乐伙伴” textbookWhen searching for characters, you may come across certain characters such as N110R;H110W , which indicate they have been taught in the “欢乐伙伴” textbook:- “N” represents regular Chinese characters.- “H” represents advanced Chinese characters.- The 1st number represents the grade level.- The 2nd & 3rd numbers represent the lesson number.- “R” denotes a required reading character.- “W” denotes a required writing character.g COMPOSITION WRITING ASSISTANCEPX2221 assists students in enriching their vocabularyknowledge by providing various resources related to words and characters. These resources help students improve their composition writing skills and include:- 基本笔画 Basic stroke order - 笔画演示 Stroke demonstrations - 常用部首 Commonly used Bushou - 常用量词 Commonly used quantifiers - 标点符号 Punctuation marks - 汉字结构 Chinese character structure - 汉字组合 Chinese character combinationsTip: Students are encouraged to visit the “字词常识”(Vocabulary Knowledge) section in their free time to enhance their understanding and usage of words and grammar.Cross Searching IconLevel Referenceg USEFUL LEARNING RESOURCESIn the “实用附录” (Useful Resources) section of PX2221, youwill find various learning and writing resources, such as Tang and Song poetry, accompanied by the system’s reading function. The resources include:- 唐诗欣赏Appreciation of Tang Poems- 宋词欣赏Appreciation of Song Lyrics- 百家姓Hundred Family Surnames- 三字经Three-Character Classic- 弟子规Standards for Being a Good Student/Child- 亲属称谓Kinship Terms for Family’s Members & Relatives - 拼音知识Pinyin Knowledgeg SYSTEM SETTINGS音量 Volume Adjustment:Adjust the volume settings. Since it is an examination model,there are no built-in speaker. Students can only listen to the device’s audio through an ear-piece.When using the device at home, you can connect to an external speaker via the headphone jack to listen to the audio.亮度 Brightness Adjustment:Adjust the display brightness. Note that higher brightness settings will consume more battery power.剩余电量 Remaining Battery Level:Display the remaining battery percentage of the device.手写识别速度 Handwriting Recognition Speed:Refers to the time it takes for the system to recognize the written text after the stylus/finger leaves the writing area.The default setting is 0.5 seconds.待机时长 Standby Duration:Set the duration of the standby mode.设置日前时间 Date and Time Settings:Adjust the displayed date and time on the system.g CARE FOR THE E-DICTIONARY- Keep the e-dictionary in the protective case.- Turn off the power immediately after it is fully charged to avoid overcharging- Avoid placing the device in environments with high temperatures.- Avoid contact with water.- Avoid dropping the device from high places.g PREPARING FOR THE EXAMINATION- Fully charge the e-dictionary the day before the examination.- Turn on the e-dictionary once you enter the examination hall.- After turning it on, press on the power button once to enter sleep mode.- To use, press on the power button once to wake up the device instantly.- You can set the standby duration to 20 or 40 minutes.g COPYRIGHTSThe technology and content copyrights of the Creative PX2221 e-dictionary are owned by Creative Knowledge Labs Pte Ltd, and all global online and offline sales and distribution matters are handled exclusively by Creative Knowledge Labs Pte Ltd in Singapore. For any inquiries regarding product sales and partnerships, please contact Creative Knowledge Labs in Singapore.g TECHNICAL SUPPORT AND SERVICE CENTRE:For any repair or warranty claims, please visit our Service Centres:A Genuine TechnologyAddress : 1 Rochor Canal Road, #05-66 Sim Lim Square, Singapore 188504Opening Hours : Mon-Sat, 12:30pm – 7pmTelephone : 6336 1319Creative Knowledge Labs Pte LtdAddress : 2 Jurong East Street 21, #03-186 IMM Building, Singapore 609601Opening Hours : Mon – Fri, 9am – 5:30pmCustomer/ : 6256 1327 ***********************Technical Supportg CONTACTSCreative Knowledge Labs Pte LtdAddress : 2 Jurong East Street 21, #03-186 IMM Building, Singapore 609601Website : Sales : 6256 1350 ********************Business : 9628 1379 *********************汉神掌上学电子词典 Creative PX2221 E-dictionary推荐 USB 充电器:充电后,按住“开关按钮”约两秒,系统就会启动,过后系统会自动进行内部程序测试,最后呈现主画页,主画页出现后,就可开始使用。

英语语言学概论-简答题

英语语言学概论-简答题

英语语言学概论-简答题1.Synchronic vs diachronicLanguage exists in time and changes through time. The description of a language at some point of time in history is a synchronic study; the description of a language as it changes through time is a diachronic study. A diachronic study of language is a historical study; it studies the historical development of language over a period of time.2. Langue and paroleLangue refers to the abstract linguistic system shared by all the members of a speech community; and parole refers to the realization of langue in actual use. Langue is the set of conventions and rules which language users all have to abide by, and parole is the concrete use of the conventions and the application of the rules. Langue is abstract; it is not the language people actually use. Parole is concrete; it refers to the naturally occurring language events. Langue is relatively stable, It does not change frequently, while parole varies from person to person, and from situation to situation.3. Competence and performanceChomsky defines competence as the ideal user’s knowledge of the rules of his language, and performance the actual realization of this knowledge in linguistic communication. According to Chomsky, a speaker has internalized a set of rules about his language, which enables him to produce and understand an infinitely large number of sentences and recognize sentences that are ungrammatical and ambiguous.4. ArbitrarinessAs mentioned earlier, language is arbitrary. This means thatthere is no logical connection between meanings and sounds.A good example is the fact that different sounds are used to refer to the same object in different language.On the other hand, we should be aware that while language is arbitrary by nature it is not entirely arbitrary; certain words are motivated. The best examples are the onomatopoeic words, such as rumble, crash, cackle, bang in English. Besides, some compound words are also not entirely arbitrary. For example, while photo and copy are both arbitrary, the compound word photocopy is not entirely arbitrary. But non-arbitrary words make up only a small percentage of the vocabulary of a language. The arbitrary nature of language is a sigh of sophistication and it makes it possible for language to have an unlimited source of expressions.5. ProductivityLanguage is productive or creative in that it makes possible the construction and interpretation of new signals by its users. This is why they can produce and understand an infinitely large number of sentences, including sentences they have never heard before. They can send messages which no one else has ever sent before. Much of what we say and hear are saying or hearing for the first time.6. DualityLanguage is a system, which consists of two sets of structures or two levels. At the lower or the basic level there is a structure of sounds, which are meaningless by themselves. But the sounds of language can be grouped and regrouped into a large number of units of meaning such as morphemes and words, which are found at the higher level of the system.7. Displacement Language can be used to refer to thingswhich are present or not present, real or imagined matters in the past, present, or future, or in faraway places. In other words, language can be used to refer to contexts removed from the immediate situations of the speaker. This is what “displacement”means. This property provides speakers with an opportunity to talk about a wide range of things, free from barriers caused by separation in time or place.In contrast, no animal communication system possesses this feature. Animal calls are mainly uttered in response to immediate changes of situation, i.e. in contact of food, in presence of danger, or in pain. Once the danger or pain is gone, calls stop.8. Cultural transmissionWhile human capacity for language has a genetic basis, i.e. we were all born with the ability to acquire language, the details of any language system are not genetically transmitted, but instead have to be taught and learned. An English speaker and a Chinese speaker are both able to use a language, but they are not mutually intelligible. This shows that language is culturally transmitted. It is passed on from one generation to the next through teaching and learning, rather than by instinct. In contrast, animal call systems are genetically transmitted, i.e. animals are born with the capacity to produce the set of calls peculiar to their species.9. Broad transcription and narrow transcription:Broad transcription is the transcription withletter-symbols only, this is the transcription normally used in dictionaries and teaching textbooks for general purposes. Narrow transcription is the transcription with letter-symbols together with the diacritics, this is the transcription needed and used by the phoneticians in their study of speech sounds. Withthe help of the diacritics they can faithfully represent as much of the fine details as it is necessary for their purpose.10. Sense and referenceSense and reference are two terms often encountered in the study of word meaning. They are two related but different aspects of meaning.Sense is concerned with the inherent meaning of a linguistic form, the collection of all its features; it is abstract and de-contextualized. It is the aspect of meaning dictionary compilers are interested in.Reference means what a linguistic form refers to in the real, physical world; it deals with relationship between the linguistic element and non-linguistic world of experience.11. ContextIt is generally considered as constituted by the knowledge shared by the speaker and the hearer. Various components of shared knowledge have been identified, e.g. knowledge of the language they use, knowledge of what has been said before, knowledge about the world in general, knowledge about the specific situation in which linguistic communication is taking place, and knowledge about each other. Context determines the speaker’s use of language and also the hearer’s inter pretation of what is said to him.1. Prescriptive and descriptivePrescriptive and descriptive represent two different types of linguistic study. If a linguistic study aims to describe and analyze the language people actually use, it is said to descriptive; if the linguistic study aims to lay down rules for“correct and standards” behavior in usinglanguage. i.e. to tell people what they should say and whatthey should not say, it is said to be prescriptive.Modern linguistics is mostly descriptive. It differs from earlier studies of language normally known as “grammar”in that the latter is based on “high”(religious, literary) written language. It aims to set models for language user to follow. On the other hand, modern linguistics is supposed to be scientific and objective and its task is to describe the language people actually use, be it correct or not. Modern linguists believe that whatever occurs in the language use should be described and analyzed in their investigations.2. Competence and PerformanceChomsky defines competence as the ideal user's knowledge of the rules of his language, and performance the actual realization of this knowledge in linguistic communication. According to Chomsky, a speaker has internalized a set of rules about his language, which enables him to produce and understand an infinitely large number of sentences and recognize sentences that are ungrammatical and ambiguous. Despite his perfect knowledge of his own language, a speaker can still make mistakes in actual use, e.g. slips of the tongue, and unnecessary puses. This imperfect performance is caused by social and psychological factors such as stress, anxiety, and embarrassment. Similar to Saussure, Chomsky thinks that what linguists should study is the ideal speaker's competence, not his performance, which is too haphazard to be studied. Although a speaker possesses an internalized set of rules and applies them in actual use, he cannot tell exactly what these rules are. So the task of the linguists is to discover and specify these rules.While Saussure's distinction and Chomsky's are very similar, they differ at least in that Saussure took a sociological view oflanguage and his notion of langue is a matter of social conventions, and Chomsky looks at language from a psychological point of view and to him competence is a property of the mind of each individual.3. Assimilation RuleThe assimilation rule assimilates one sound to another by "copying" a feature of a sequential phoneme, thus making the two phones similar. Assimilation of neighbouring sounds is, for the most part, caused by articulatory or physiological processes. When we speak, we tend to increase the ease of articulation. This "sloppy" tendency may become regularized as rules of language.We all know that nasalization is not a phonological feature in English, i.e. it does not mean that vowels in English are never nasalized in actual pronunciation; in fact they are nasalized in certain phonetic contexts. For example, the [i:] sound is nasalized in words like bean, green, team, and scream. This is because in all these sound combinations the [i:] sound is followed by a nasal [n] or [m].The assimilation rule also accounts for the varying pronunciation of the alveolar nasal [n] in some sound combinations. The rule is that within a word, the nasal [n] assumes the same place of articulation as the consonant that follows it.Componential analysis—a way to analyse lexical meaning 4. Componential analysis—a way to analyze lexical meaning Componential analysis is a way proposed by the structural semanticists to analyze word meaning. The approach is based upon the belief that the meaning of a word can be dissected into meaning components, called semantic features. This is parallel to the way a phoneme is analyzed into smaller components calleddistinctive features. Plus and minus signs are used to indicate whether a certain semantic feature is present or absent in the meaning of a word, and these feature symbols are usually written in capital letters. For example, the word man is analyzed as comprising the features of +HUMAN, +ADULT, +ANIMATE, +MALE. One advantage of componential analysis is that by specifying the semantics features of certain words, it will be possible to show how these words are related in meaning. For example, the two word man and woman share the features of +HUMAN, +ANIMATE, and +ANIMATE, but differ in the feature of MALE. And the words man and boy share the features of +HUMAN, +ANIMATE, and +MALE, but differ in the feature of ADULT.Componential analysis provides insight into the meaning of words and a way to study the relationships between words that are related in meaning.1.The scope of linguistics:phonetics(语音学)phonology(音系学)morphology(形态学)syntax(句法学)pragmatics(语用学)2.Interdisciplinary branches of linguistic study: Sociolinguistics: the studies of all there social aspects of language and its relation with society Psycholinguistics: it relates the study of language to psychology.Applied linguistics3.Distinctions in linguistics:Prescriptive VS Descriptive Synchronic VS diachronic Speech VS writing Langue VS parole(瑞,saussure)Competence VS performance Traditional grammar VS linguistics4.Functions of language:descriptive,expressive,social,performative,persuasive,informative./doc/dc15480450.html,nguage is a system of arbitrary vocal symbols used forhuman communication.6.Design features(Charleshock美1960)arbitrarinessproductivity duality displacement culturaltransmission7.Phonetics, the study of the phonic medium of language.branches: articulatory~, auditory~, acoustic~.8.Articulatory apparatus: Pharyngeal/oral/nasal cavity,9.音素phone,音位-phoneme,音位变体-allophone.10.Rules in phonology: sequential/assimilation/deletionrules,11.Suprasegmental features(超音段音位):stress, tone,intonation12.Morpheme词素:free and bound morphemesMorph 语素:distinguish the sound of a morpheme from the entire morphemeAllomorph 同位语素:express indefiniteness in english 13.Derivational morphemes-派生词素 inflectionalmorphemes-屈折词素(tense,number,degree,case)/doc/dc15480450.html,pounds:1)when the two words are in the samegrammatical category.the compound will be in thiscategory2)in many cases, the two words fall into different categories, The class of the second or final word will bethe grammatical category of the compound(not with a preposition).3)it is often the case that compounded wordsequence. 4)the meaning of a compound is not always the sum of the meaning of its parts. Some words in the basic wrd stock are said to be stable because they refer to the commonest things in life.WelcomeTo Download !!!欢迎您的下载,资料仅供参考!。

constructive theory英语教学法

constructive theory英语教学法

constructive theory英语教学法Constructive Theory in English Language TeachingIntroduction:Constructive theory is an instructional approach that emphasizes active and hands-on learning. It is based on the idea that learners construct their own understanding of concepts and knowledge through active engagement with the material and the environment. In the context of English language teaching, constructive theory can be a highly effective approach as it encourages learners to actively participate in the learning process and develop a deeper understanding of the language.Principles of Constructive Theory in English Language Teaching:1. Student-Centered Approach: Constructive theory places the learner at the center of the learning process. Teachers create a supportive and inclusive environment where learners are encouraged to express themselves freely and take ownership of their learning. This approach fosters a sense of autonomy and empowers learners to set their own goals and discover their own language learning strategies.2. Collaborative Learning: Constructive theory promotes collaborative learning, where learners work together in pairs or groups to complete tasks and solve problems. This interaction enhances language acquisition by providing opportunities for negotiation of meaning and exposure to different perspectives. Collaborative learning also encourages learners to reflect on their own understanding and engage in meta-cognitive processes.3. Authentic Materials and Real-Life Contexts: Constructive theory emphasizes the use of authentic materials, such as newspapers, articles, videos, and podcasts, to expose learners to real-life language use. By engaging with authentic materials, learners develop their receptive and productive language skills in a meaningful and relevant manner. Real-life contexts, such as role-plays and simulations, are also incorporated to provide learners with opportunities for language practice in authentic situations.4. Problem-Based Learning: Constructive theory encourages teachers to design tasks and activities that present learners with authentic problems to solve. These problems could be related to language functions, such as negotiation and persuasion, or real-life situations, such as ordering food at a restaurant. Problem-based learning enables learners to apply their knowledge and skills in a practical way, fostering deeper understanding and critical thinking.5. Continuous Assessment and Feedback: Constructive theory advocates for continuous assessment and feedback to monitor learners' progress and provide personalized guidance. Teachers provide timely and constructive feedback, focusing on recognizing learners' strengths and areas for improvement. This feedback is used to guide learners' language development and promote reflection on their learning process.Benefits of Constructive Theory in English Language Teaching:1. Active Engagement: Constructive theory promotes active engagement with the language, leading toa deeper understanding and retention of language knowledge and skills.2. Authentic Language Use: By using authentic materials and real-life contexts, constructive theory exposes learners to the language as it is used in the real world, enhancing their communicative competence.3. Critical Thinking: Problem-based learning in constructive theory fosters critical thinking skills as learners analyze, evaluate, and synthesize information to solve problems and make meaning from language input.4. Collaboration and Communication: Collaborative learning in constructive theory encourages learners to collaborate and communicate effectively, enhancing their social and communication skills. Conclusion:Constructive theory in English language teaching is a learner-centered approach that promotes active engagement, collaboration, problem-solving, and critical thinking. By incorporating authentic materials and providing opportunities for real-life language use, teachers can create an effective and meaningful learning environment for English language learners. This approach empowers learners to construct their own understanding of the language and develop their language skills in a practical and meaningful way.。

《新编语言学教程》练习参考答案

《新编语言学教程》练习参考答案

说明应许多教师和学生的要求,我们编写了本教科书每章后面的习题答案。

但是,有两点必须说明一下。

第一,对术语的定义或解释,多是以本书相关章节为依据,所以会有些局限性。

好在目前市场上有多种语言学词典,大家可参考其他定义和解释。

第二,对开放式问答题的回答,多为提示性的,而且也是基于本书内容做的基本回答,往往显得过于简略。

一方面,本书是入门性的教程,对诸多问题的讨论仍欠深入;另一方面,每章后面附的参考书,可以告诉读者到哪里去查找相关信息,加深对某个问题的了解。

总之,这里提供的答案是参考性的,绝不是唯一的,更不是穷尽一切的。

充其量,它只能给教师和同学提供一点点方便而已。

如发现不当之处,敬请指教。

Chapter 1Introduction1. Define the following terms briefly.(1) linguistics: the scientific or systematic study of language.(2) language: a system of arbitrary vocal symbols used for human communication.(3) arbitrariness: the absence of similarity between the form of a linguistic sign and what it relates to in reality, e.g. the word dog does not look like a dog.(4) duality: the way meaningless elements of language at one level (sounds and letters) combine to form meaningful units (words) at another level.(5) competence: knowledge of the grammar of a language as a formal abstraction and distinct from the behavior of actual language use, i.e. performance.(6) performance: Chomsky’s term for actual language behavior as distinct from the knowledge that underlies it, or competence.(7) stylistics: the study of how literary effects can be related to linguistic features.(8) phatic communion: Language is used to establish an atmosphere or maintain social contact between the speaker and the hearer.(9) functionalism: the study of the forms of language in reference to their social function in communication.(10) formalism: the study of the abstract forms of language and their internal relations.(11) synchronic linguistics: the study of language and speech as they are used ata given moment and not in terms of how they have evolved over time.(12) diachronic linguistics: the study of linguistic change over time in contrast to looking at language as it is used at a given moment.2. No, language is human-specific. Human language has seven design features, including arbitrariness, duality, productivity, interchangeability, displacement, specialization and cultural transmission. These features are found utterly lacking in dogs’ or pigs’ noises and thus set human language apart from animal cry systems.3. Arbitrariness refers to the fact that there is no logical or intrinsic connection between a particular sound and the meaning it is associated with. For example, for the same animal dog, in English we call it /d0g/, in Chinese as “gou”, but “yilu”in Japanese; it barks wow wow in English but wang wang in Chinese. Of course, onomatopoetic words such as “quack-quack” and “bang” are exceptions, but words like these are relatively few compared with the total number of words in a language.4. A human baby does not speak any language at birth. What language the baby is going to speak is determined by the culture he is born into. A Chinese baby born and brought up in London by an English family will speak English, while an English child brought up in Beijing by a Chinese aunt will speak Chinese. That is to say, language cannot be transmitted through heredity. It is culturally transmitted.5. Firstly, linguistics describes languages and does not lay down rules of correctness while traditional grammar emphasizes correctness. Secondly, linguistics regards the spoken language as primary, while traditional grammar emphasizes the priority of the written language. Thirdly, traditional grammar is based on Latin and it tries to impose the Latin categories and structures on other languages, while linguistics describes each language on its own merits.6. A descriptive approach attempts to tell what is in the language while the prescriptive approach tells people what should be in the language. Most modern linguistics is descriptive, whereas traditional grammars are prescriptive.7. Synchronic linguistics studies language at one particular time while diachronic linguistics studies language developments through time. Synchronic linguistics focuses on the state of language at any point in history while diachronic linguistics focuses on the differences in two or more than two states of language over decades or centuries.8. No, human language has the design feature of specialization. It refers to the fact that man does not have a total physical involvement in the act of communication. For example, a mother can tell a story to her child while slicing up a cake. However, wolves can only respond to a stimulus and is totally involved physically in the communication process. Thus, a wolf cannot have a language similar to man’s, even though it could express a thousand different emotions. Besides, the aspect of productivity also distinguishes human language from wolf ’s postures.Chapter 2The Sounds of Language1.Define each of the following terms briefly.(1) articulator: the tongue, lips, and velum, which change the shape of the vocal tract to produce different speech sounds.(2) assimilation: a phonological process whereby a sound becomes phonetically similar (or identical) to a neighboring sound, e.g. a vowel becomes [+nasal] when followed by a [+nasal] consonant.(3) consonant: a speech sound produced by partial or complete closure of partof the vocal tract, thus obstructing the airflow and creating audible friction. Consonants are described in terms of voicing, place of articulation, andmanner of articulation.(4) elision: the leaving out of a sound or sounds in speech.(5) intonation: the variation in pitch and stress which gives beat and rhythm to the tune the voice plays in ordinary speech.(6) phoneme: the abstract element of a sound, identified as being distinctive in a particular language.(7) phonetics: the study of linguistic speech sounds, how they are produced, how they are perceived, and their physical properties.(8) phonology: the study of the abstract systems underlying the sounds of language.(9) stress: the prominence given to certain sounds in speech.(10) voicing: the vibration in the larynx caused by air from the lungs passing through the vocal cords when they are partly closed; speech sounds are saidto be either voiced or voiceless.(11) voiceless: When the vocal cords are spread apart, the airstream from the lungs is not obstructed at the space between vocal cords and passes freely.The sounds produced in this way are described as voiceless sounds.(12) vowel: a speech sound produced without significant constriction of the air flowing through the oral cavity.2. Minimal pair test or substitution test.Minimal pair test or substitution test is to see whether substituting one sound for another results in a different word. If it does, the two sounds represent different phonemes. For example, as to the English word bear, if we substitute p for b, we get the word pear, the two are different words. Then /b/ and /p/ represent different phonemes. Other examples are chunk/junk, ban/bin, bet/beat, fine/vine, side/ site, etc.3. Take the word big for example, in the word big /big/, /b/ is the onset, /i/ is the nucleus and /g/ is the coda. The difference between open syllables and closed syllables is whether the words have codas. If there are codas, they are closed syllables,such as pig, hat and at; if not, they are open syllables, such as do, I, tea and key.4. (1) stop, consonant(2) back, rounded, vowel5. (1) voiceless / voiced(2) bilabial / labiodental(3) close / semi-open(4) stop / nasal(5) alveolar / palatal(6) alveolar / dental(1) kit/git, bucker/bugger, bag/back(2) mark/nark, smack/snack, sum/sun(3) best/vest, ober/over, lib/live(4) bore/more, abate/amate, mob/mom(5) pat/fat, apt/aft (AmE), harp (BrE)/half7. (1) The stresses are placed on the second syllable except for “promise”. We mayeasily conclude that the verbs usually are stressed on the second syllable. (2) Syllable representations of the words:collide [k2#laid] elect [i#lekt] consider [k2n#sid2]Chapter 3Morphology1. Define the following terms briefly.(1) morphology: the study of the structure of words.(2) morpheme: the smallest unit of language that carries meaning or serves a grammatical function.(3) free morpheme: a morpheme that can stand alone as a word.(4) bound morpheme: a morpheme that can not stand alone as a word, e.g.-ment (as in establishment), and -er (as in painter).(5) morph: the smallest meaningful phonetic segments of an utterance on thelevel of parole.(6) allomorph: a phonetic form in which a morpheme is realized, e.g. -s, -es, and -en are all allomorphs (in writing) of the plural morpheme.(7) derivation: the formation of new words by adding affixes to other words or morphemes in morphology and word formation.(8) clipping: the process by which parts of a word of more than one syllable have been cut off, and reduced to a shorter form.(9) acronym: words which are composed of the first letter of a series of words and are pronounced as single words. Examples: NATO, radar and yuppy.(10) initialism: Some new words are composed of the first letters of a series of words and pronounced by saying each letter in them. Such words are called initialism.(11) blending: A single new word can be formed by combining two separateforms. Typically, blending is finished by taking only the beginning of oneword and joining it to the end of another word. For example, brunch isformed by the shortened forms of breakfast and lunch.(12) root: the morpheme that remains when all affixes are stripped from a complex word, e.g. system from un- + system + atic + ally.(13) stem: the base towhich one or more affixes are attached to create a morecomplex form that may be another stem or a word. For example, book is thestem of bookish.(14) prefix: Affixes can be joined to the beginning of the root or stem, in which case they are called prefixes.(15) suffix: Affixes can be joined to the end of the root or stem, in which case they are called suffixes.2. (3), (5), (7)3. (1) simple: fly tree suite(2) bound morpheme rootfly / fly reuse re-use spiteful -ful spitepreplan pre-plan desks -s desk triumphed -ed triumphsuite / suite optionality -ality option untie un-tiedelight de-light fastest -est fast prettier -ier prettytree / tree justly -ly just deform de-formmistreat mis-treat dislike dis-like payment -ment paydisobey dis-obey premature pre-mature4. (1) Column I: ablaut (vowel modification)Column II: suppletionColumn III: stress modification(2) The process in the Column I is finished by changing the vowel of each word, while in Column II, the process is finished by changing vowel and consonantof each word.(3) Column I: awake/awoke bear/bore arise/aroseblow/blew bite/bit hide/hidlie/lay know/knew foot/feetgoose/geese tooth/teeth louse/liceColumn II: bad/worse are/were many/moreColumn III: #combine/com#bine #compress/com#press#conduct/con#duct #insert/in#sert#insult/in#sult #intern/in#tern5. (1) Omitted.(2) Other examples:#rerun (n.) – re#run (v.) #contrast (n.) – con#trast (v.)#convert (n.) – con#vert (v.) #desert (n.) – de#sert (v.)#export (n.) – ex#port (v.) #increase (n.) – in#crease (v.)#conduct (n.) – con#duct (v.) #object (n.) – ob#ject (v.)#content (n.) – con#tent (v.) #protest (n.) – pro#test (v.)#insult (n.) – in#sult (v.) #produce (n.) – pro#duce (v.)When a word belongs to different word classes, the stress of the word will be sometimes placed on different syllables. When all the words above are stressed on the first syllables, they are nouns, but if they have the second syllables stressed, the words become verbs.6. (1) It means “the inhabitant of ”.(2) It means “the person who does”.(3) The morphological rule working here is “n. + -er –– n.”, and the last phoneme of the noun, which the suffix -er is added to, should be a consonant.(4) The rule in (3) doesn’t work in the word discoverer because the last phoneme of discoverer is a vowel /2/.7. (1) inflection (2) derivation (3) inflection (4) inflection (5) derivation Chapter 4Syntax1. Define the following terms briefly.(1) syntax: the term used to refer to the structure of sentences and to the study of sentence structure.(2) word class: a group of words which are similar in function; words which aregrouped into word classes according to how they combine with other words,how they change their forms, etc.(3) prescriptive approach: This view regards grammar as a set of rules for the “proper” use of a language, that’s to say, it tries to lay down rules to tell peoplehow to use a language.(4) descriptive approach: the approach of linguistic studies, with which linguists collect samples of the language they are interested in and attempt to describe the regular structures of the language as they are used, not according to some view of how they should be used.(5) IC analysis: the approach to divide the sentence up into its immediate constituents by using binary cutting until obtaining its ultimate constituents. For example, the immediate constituents of “The man bought a car” are theman and bought a car. The immediate constituents of the man are the andman, and so on until no further cuts can be made. The ultimate constituentsof “The man bought a car” at the word level are the, man, bought, a, and car.(6) structural analysis: a type of descriptive approach to study the distribution of linguistic forms in a language through such methods as the use of “test frames”.(7) immediate constituent: Linguistic units can be divided into small constituents, which can be further analyzed into smaller constituents. This processcontinues until no further divisions are possible. The first division or units are known as immediate constituents.(8) ultimate constituent: Linguistic units can be divided into small constituents, which can be further analyzed into smaller constituents. This process continues until no further divisions are possible. The final division or units areknown as ultimate constituents.(9) constituent structural grammar: It refers to a grammar which analyzes sentences using only the idea of constituency, which reveals a hierarchy of structural levels.(10) transformational grammar: a type of grammar which attempts to define and describe by a set of rules or principles all the grammatical sentences (without ungrammatical ones) of a language.(11) ideational function: the use of language as a means of giving structure to our experience of the real or imaginary world.(12) interpersonal function: the use of language for maintaining social roles and interacting with others.(13) textual function: to create written or spoken texts which cohere within themselvesand which fit the particular situation in which they are used.2. Yes. As we know, morphology is the study of the internal structure, forms and classes of words, while syntax focuses on the structure and ordering of components within a sentence. The major distinction between morphology and syntaxis that the former is concerned with the internal composition of a word, while the latter is concerned with the combination of words.3. (2) Instead of using the form “suggest somebody to do something”, we usually use “suggest + that-clause” or “suggest doing”, here we’d better substitute “advise” for “suggest”(4) The word “request” is a transitive verb which should take an object directly, so the word “for” should be omitted.(6) The word “donate” cannot be followed by double objects as “donate somebody something”. Instead we always use “donate something to somebody”.(10) The subject of the verb “write” is usually a human; an “article” cannot write itself. In this case the passive construction is normally used: The article was very well writen.(11) Usually we don’t use “be bored of something/somebody”, but “be bored with something/somebody” which means losing interest in somebody/something.(13) Here “myself ” is a reflexive pronoun, which can’t be used as subject, and it should be replaced by “I”.(14) The word “surprise” is usually used as a transitive verb, so the expression “…surprise for you” is ungrammatical, and it can be replaced by “surprise somebody (with something)” or “I was surprised by your getting married.”(15) The word “sleep” is usually used as an intransitive verb, which can’t take an object. The cases of “sleep” being used as a transitive verb are semantically limited, as in “to sleep a good sleep” or “the room can sleep 3 people”.4. It’s ungrammatical, because “us” is the objective case which can’t serve as the subject,while “she” is the subjective case which can’t serve as the object. The sentence should be “We visit her on Sundays”. The personal pronouns “you” and “it” have the same form whether used as the subject or object.5. (1) NP: A Guns “N” Roses concert, an arena, some 2500 fans, a full-fledged riot,A Guns “N” Roses concert at an arena , A Guns “N” Roses concert at an arena near ST. Louis ,The trouble, venue security, a camera, the front, the stage, the front of the stage. PP: at an arena, at an arena near ST. Louis, near ST. Louis, in disaster, near the front, of the stage, near the front of the stage. VP: stageda full-fledged riot, asked venue security, confiscate a camera.(2) N: Guns, Roses, concert, arena, ST. Louis, disaster, fans, riot, trouble, Axl Rose, venue, security, camera, front, stage. Prep: at, near, in, of. V: end, stage, start, ask, confiscate, see.6. (1) You mustn’t end a sentence with a preposition.You mustn’t split infinitives.7. (i)SNP VP AdvArt N V NP Prep NPArt N Art NThe dog bit the man in the car.(ii)S ,Art N ,Art N ,Prep NP ,NP VP, Art N V NP P. The dog bit the man in the car.8. (1)a. Terry loves his wife and I love his wife, too.b. I love my wife as well as Terry loves his wife.(2) a. It’s yesterday that they said she would go.b. She would go yesterday as they said.(3) a. The governor is a street fighter who is dirty.b. The governor is a fighter in a dirty street.(4) a. The design has squares and circles, both of which are big.b. The design has big squares, and it also has some circles. (The sizes of the circles are not mentioned.)Chapter 5Semantics1. Define the following terms briefly.(1) semantics: the study of linguistic meaning.(2) truth-conditional semantics: an approach that knowing the meaning of the sentence is the same as knowing the conditions under which the sentence istrue or false, and knowing the meaning of a word or expression is knowingthe part that it plays in the truth or falsehood of the sentence containing it.(3) naming theory: the view that the meaning of an expression is what it refers to, or names.(4) behaviorist theory: the view that the meaning of a linguistic form is defined as observable behaviors which is an approach drawing on psychology.(5) use theory: the semantic theory according to which the meaning of an expression is determined by its use in communication and more generally, insocial interaction.(6) sense: the inherent part of an expression’s meaning, together with the context, determines its referent. For example, knowing the sense of a nounphrase such as the president of the United States in 2004 allows one to determine that George W. Bush is the referent.(7) reference: (in semantics) the relationship between words and the things, actions, events and qualities they stand for. An example in English is the relationshipbetween the word tree and the object “tree” (referent) in the realworld.(8) conceptual meaning: It means the meaning of words may be discussed interms of what they denote or refer to, also called denotative or cognitive meaning. It is the essential and inextricable part of what language is and is widely regarded as the central factor in verbal communication. For instance, the conceptual meaning of “he” in English is any male person or male animal.(9) connotative meaning: It is the communicative meaning that a word or a combination of words has by virtue of what it refers to, over its purely conceptual meaning. For example, the connotative meaning of “woman” is emotional,frail, inconstant, irrational, etc.(10) semantic field: the organization of related words and expressions into asystem which shows their relationship to one another. For example, kinship terms such as father, mother, brother, sister, uncle, aunt belong to a semantic field whose relevant features include generation, sex, membership of the father’s or mother’s side of family.(11) lexical gap: the absence of a word in a particular place in a semantic field of a language. For instance, in English we have brother versus sister, son versus daughter, but no separate lexemes for “male” and “female” cousin.(12) componential analysis: (in semantics) an approach to the study of meaning which analyzes a word into a set of meaning components or semantic features.For example, the meaning of the English word boy may be shown as[+human][+male][-adult].(13) semantic feature: the smallest units of meaning in a word. The meaningof word may be described as a combination of semantic components orfeatures. For example, the feature [+male] is part of the meaning of father,and so is the feature [+adult], but other features are needed to make up the whole meaning of father. Often, semantic features are established by contrast and can be stated in terms of [+] and [-], e.g. woman has the semantic features [+human], [-male] and [+adult].(14) synonym: the sense relations of equivalence of meaning between lexical items, e.g. small/little and dead/deceased.(15) antonym: the sense relation of various kinds of opposing meaning between lexical items, e.g. big/small, alive/dead and good/bad.(16) hyponymy: the sense relation between terms in a hierarchy, where a more particular term (the hyponym) is included in the more general one (the superordinate): X is a Y, e.g. a beech is a tree, a tree is a plant.(17) meronym: the sense relation between body and its parts which are not only sections of the body but defined in terms of specific functions. For example, the head is the part of the body which carries the most important sense organs,i.e. eyes, ears, nose and tongue.(18) semantic role: the way in which the referent of a noun phrase is involved in the situation described or represented by the clause, for example as agent, patient, or cause.(19) entailment: the relationship between two sentences where the truth of one (the second) is inferred from the truth of the other, e.g. Corday assassinated Marat and Marat is dead; if the first is true, the second must be true.(20) presupposition: implicit assumptions about the world required to make an utterance meaningful or appropriate, e.g. “some tea has already been taken”is a presupposition of “Take some more tea!”2. (1) He waited by the bank.a. He waited by the financial institution which people can keep their moneyin or borrow from.b. He waited by the bank of the river.(2) Is he really that kind?a. Is he really that type of person?b. Is he really that kind-hearted?(3) We bought her dog biscuits.a. We bought dog biscuits for her.b. We bought biscuits for her dog.(4) He saw that gasoline can explode.a. He saw that gasoline container explode.b. He saw that gasoline may explode.(5) Fifty soldiers shot three wild foxes.a. Fifty soldiers shot three wild foxes in total.b. Each of the fifty soldiers shot three wild foxes.(6) He saw her drawing pencils.a. He saw her pencils for drawing.b. He saw her drawing the picture of pencils.3. (2) (4) (5) (8) are antonyms; (1) (3) (6) (7) are synonyms.4. charity: kindness, sympathy, church, helpfuliron: strong, brave, hard, determinedmole: traitor, betrayal, spysnow: pure, virgin, cleanstreet: homeless, living hard, pitiable5. (1) a. hoard b. scribble c. barn, method d. olfactory(2) a. acquire b. tell c. way d. smell(3) a. buy, win, steal. b. talk, tell c. road, way, path d. smellThese words are less marked in their sets because they are more usual andtend to be used more frequently. They consist of only one morpheme andare easier to learn and remember than others. They are also often broader in meaning and cannot be described by using the name of another member ofthe same field.6. homophones: sea-see, break-brake; polysemies: sea, break, prayer, mature, trace, househomonyms: ear.7. In a semantic field, not all lexical items necessarily have the same status. The less marked members of the same semantic field (1) are usually easier to learn and remember than more marked members; (2) consist of only one morpheme incontrast to more marked members; (3) cannot be described by using the name of another member of the same field; (4) tend to be used more frequently than more marked terms; (5) broader in meaning than more marked members; (6) are notthe result of the metaphorical usage of the name of another object or concept, but more marked are.8. (1) a. bachelor, man, son, paperboy, pope, chiefb. bull, rooster, drake, ram.The (a) and (b) words are male.The (a) words are human.The (b) words are animals.(2) a. ask, tell, say, talk, converseb. shout, whisper, mutter, drawl, hollerThe (a) and (b) words are realized by sounds.The (a) words are normal voice quality.The (b) words are produced by modifying one’s normal voice quality.(3) a. walk, run, skip, jump, hop, swimb. fly, skate, ski, ride, cycle, canoe, hang-glideThe (a) and (b) words are sports (movement).The (a) words are sports without instruments.The (b) words are sports with instruments.Chapter 6Pragmatics1. Define the following terms briefly.(1) pragmatics: a branch of linguistics that studies language in use.(2) deixis: the marking of the orientation or position of entities and situations with respect to certain points of reference such as the place (here/there) and time (now/then) of utterance.(3) reference: (in semantics) the relationship between words and the things, actions, events, and qualities they stand for.(4) anaphora: a process where a word or phrase (anaphor) refers back to another word or phrase which was used earlier in a text or conversation.(5) presupposition: implicit assumptions about the world required to make an utterance meaningful or appropriate, e.g. “some tea has already been taken”is a presupposition of “Take some more tea!”(6) Speech Act Theory: The theory was proposed by J. L. Austin and has been developed by J. R. Searle. Basically, they believe that language is not only used to inform or to describe things, it is often used to “do things”, to perform acts. In saying “Sorry”, you are performing an act of apology.(7) indirect speech act: an utterance whose literal meaning (location) and intended meaning (illocution) are different. For example, Can you pass thesalt? is literally a yes/no question but is usually uttered as a request or polite directive for action.(8) the Cooperative Principle: a principle proposed by the philosopher Paul Grice whereby those involved in communication assume that both partieswill normally seek to cooperate with each other to establish agreed meaning.It is composed of 4 maxims: quality, quantity, relation and manner.(9) the Politeness Principle: politeness is regarded by most interlocutors as a means or strategy which is used by a speaker to achieve various purposes,such as saving face, establishing and maintaining harmonious social relationsin conversation. This principle requires speakers to “minimize the expression of impolite beliefs”. It is composed of 6 maxims: Maxims of Tact, Generosity, Approbation, Modesty, Agreement and Sympathy.(10) conversational implicature: the use of conversational maxims in the Cooperative Principle to produce extra meaning during conversation.。

最新理论试题及答案英语

最新理论试题及答案英语

最新理论试题及答案英语一、选择题(每题1分,共10分)1. The word "phenomenon" is most closely related to which of the following concepts?A. EventB. FactC. TheoryD. Hypothesis答案:C2. In the context of scientific research, what does the term "hypothesis" refer to?A. A proven factB. A testable statementC. A final conclusionD. An unverifiable assumption答案:B3. Which of the following is NOT a characteristic of scientific theories?A. They are based on empirical evidence.B. They are subject to change.C. They are always universally applicable.D. They are supported by a body of evidence.答案:C4. The scientific method typically involves which of the following steps?A. Observation, hypothesis, experimentation, conclusionB. Hypothesis, observation, conclusion, experimentationC. Experimentation, hypothesis, observation, conclusionD. Conclusion, hypothesis, observation, experimentation答案:A5. What is the role of experimentation in the scientific process?A. To confirm a hypothesisB. To disprove a hypothesisC. To provide evidence for or against a hypothesisD. To replace the need for a hypothesis答案:C6. The term "paradigm shift" in the philosophy of science refers to:A. A minor change in scientific theoryB. A significant change in the dominant scientific viewC. The process of scientific discoveryD. The end of scientific inquiry答案:B7. Which of the following is an example of inductive reasoning?A. Observing a pattern and making a general ruleB. Drawing a specific conclusion from a general ruleC. Making a prediction based on a hypothesisD. Testing a hypothesis through experimentation答案:A8. Deductive reasoning is characterized by:A. Starting with a specific observation and drawing a general conclusionB. Starting with a general rule and applying it to a specific caseC. Making assumptions without evidenceD. Relying on intuition rather than logic答案:B9. In scientific research, what is the purpose of a control group?A. To provide a baseline for comparisonB. To test an alternative hypothesisC. To increase the number of participantsD. To confirm the results of previous studies答案:A10. The principle of falsifiability, introduced by Karl Popper, suggests that:A. Scientific theories must be proven trueB. Scientific theories must be able to withstand attempts at being disprovenC. Scientific theories are never wrongD. Scientific theories are always based on personal beliefs答案:B二、填空题(每题1分,共5分)1. The scientific method is a systematic approach to__________ knowledge through observation, experimentation, and __________.答案:gaining; logical reasoning2. A scientific law is a statement that describes a__________ pattern observed in nature, while a scientific theory explains the __________ behind these patterns.答案:recurring; underlying principles3. The process of peer review in scientific publishing is important because it helps to ensure the __________ and__________ of research findings.答案:validity; reliability4. In the context of scientific inquiry, an __________ is a tentative explanation for an aspect of the natural world that is based on a limited range of __________.答案:hypothesis; observations5. The term "empirical" refers to knowledge that is based on __________ and observation, rather than on theory or__________.答案:experimentation; speculation三、简答题(每题5分,共10分)1. Explain the difference between a scientific theory and a scientific law.答案:A scientific theory is a well-substantiated explanation of some aspect of the natural world, based on a body of facts that have been repeatedly confirmed through observation and experimentation. It is a broad framework that can encompass multiple laws and observations. A scientific law, on the other hand, is a concise verbal or mathematical statement that describes a general pattern observed in nature. Laws summarize specific phenomena, while theories explain the broader principles behind those phenomena.2. What is the significance of the falsifiability criterionin the philosophy of science?答案:The falsifiability criterion, proposed byphilosopher of science Karl Popper, is significant because it provides a way to distinguish between scientific and non-scientific theories. For a theory to be considered scientific, it must be testable and potentially refutable by empirical evidence. This criterion ensures that scientific theories are open。

高中英语哲学思考单选题50题

高中英语哲学思考单选题50题

高中英语哲学思考单选题50题1. Philosophy is the search for ______ and understanding of the nature of reality and human existence.A. wisdomB. knowledgeC. intelligenceD. experience答案:A。

本题考查词汇辨析。

“wisdom”意为“智慧”,哲学是对现实本质和人类存在的智慧的追寻和理解;“knowledge”侧重于“知识”;“intelligence”指“智力”;“experience”是“经验”。

哲学更强调的是智慧的探寻,A 选项最符合题意。

2. In philosophy, the concept of 'truth' is often ______ and debated.A. exploredB. ignoredC. rememberedD. forgotten答案:A。

“explore”意为“探索”,在哲学中,“真理”的概念常常被探索和争论;“ignore”是“忽视”;“remember”是“记得”;“forget”是“忘记”。

哲学中会对真理的概念进行探索,A 选项符合语境。

3. One of the fundamental questions in philosophy is whether we have ______ will or if our actions are determined by external factors.A. freeB. limitedC. controlledD. forced答案:A。

“free will”意为“自由意志”,哲学中的一个基本问题是我们是否有自由意志,还是我们的行为由外部因素决定;“limited”是“有限的”;“controlled”是“受控制的”;“forced”是“被迫的”。

不能只注重结果还要注重过程的英语作文素材

不能只注重结果还要注重过程的英语作文素材

不能只注重结果还要注重过程的英语作文素材全文共3篇示例,供读者参考篇1The Never-Ending Journey: Why Focusing Solely on Results is a Dead EndAs a student, I can't even begin to count the number of times I've been told that results are what matter most. Get good grades, ace those exams, secure a spot at a top university - these are the metrics by which society often judges our worth and capability. But increasingly, I've come to realize that buying fully into this results-obsessed mindset is misguided and superficial. True growth, true learning, lies not just in the destination, but in the journey itself.Let me illustrate this with a personal example from my own life. Like many of my peers, I spent years ruthlessly pursuing perfect grades and test scores. My daily routine was an endless grind of study, practice tests, tutoring sessions and an unhealthy amount of sacrificed sleep and social time. All for the sake of those coveted 4.0s and 800s that were supposed to be my golden ticket to success.And you know what? I got them. I reached the promised land of stellar results. But at what cost? I was left feeling hollow, burnt out, my passion for learning extinguished. The subjects I once loved had been drained of joy, becoming mere boxes to check off rather than fields of knowledge to explore. Worst of all, my habit of hyperfocusing on outcomes made me a master crammer and test strategizer, but a very poor long-term learner and critical thinker.It took me a long time and a lot of retrospection to realize just how toxic and counterproductive this single-minded results chasing had become. I had trained myself to view learning as a means to an end, rather than a rewarding process in itself. To treat subjects as obstacles to overcome, not worlds to discover and question. My education had become transactional - study to get good grades, get good grades to get into university, get into university to...well, get a job I supposed.But where was the space for curiosity, for intellectual growth unshackled from extrinsic goals? Where was the joy of learning for learning's sake, of untangling complex concepts through trial, error and discussion? Of passionately debating ideas with professors and classmates? Tragically, these vital elements hadbeen lost in the rush to accumulate more and more "objective" successes.It was a painful realization, but a catalyzing one. I committed myself to breaking out of this vicious cycle, to rediscovering the thrill of knowledge and shaking off the burden of defining my entire self-worth through scores and rankings. I started reading deeply about topics simply because they fascinated me. I sought out enrichment opportunities not for their resume value, but for genuine enrichment. I learned to value and engage with the process, not just the end results.And you know what? It was life-changing and life-affirming. My curiosity and passion was reignited in ways I hadn't experienced since childhood. I found myself actually absorbing and retaining information instead of just regurgitating it for tests. Complex concepts I'd previously feared began clicking into place as I immersed myself in them through analysis and discourse. The journey itself, with all its twists, turns and struggles, became as gratifying as the destination.This newfound mindset shift didn't just re-energize my academics either. It opened every aspect of life up to more meaning, richness and fulfillment. Whether I'm practicing a new sport, picking up an instrument, or reading a challenging book, Inow strive to stay present and engaged with the process. To lose myself in the endeavor itself, not just the desired outcome. To find reward in the effort, the growth, and yes, even the failures and setbacks that are inherent in any worthwhile pursuit.Because that's ultimately what an unhealthy results fixation robs us of - the ability to learn from our mistakes, to evolve and be resilient in the face of adversity. When all that matters is checking boxes and acing tests, any deviation from perfection becomes a source of paralysis rather than an invitation tore-evaluate, adapt and forge ahead wiser. The prioritization of outcomes over process turns growth into a terrifying,high-stakes game with little room for creative or intellectual risk-taking.In contrast, when we celebrate the effort, the grit and the inherent value of tackling challenges head-on, we give ourselves the freedom to stumble and discover. To iterate. To question assumptions. To forge new paths. Thomas Edison didn't invent the lightbulb by obsessing over being first, he got there through thousands of failed attempts, each one a stepping stone rather than a futile roadblock. Modernist composers didn't revolutionize music by playing it safe on tests, but by shattering conventions through bold experimentation. Even scientificrevolutions are hardly ever the work of safely pursuing predetermined outcomes, but of fearless thinkers willing to be wrong again and again in pursuit of deeper understanding.Of course, I'm not arguing that we should abandon goals or benchmarks entirely. Having a direction, achieving concrete milestones, feeling the satisfaction of realized ambitions - these are all vital components of motivation, self-actualization and a life well-lived. But they cannot be pursued in isolation, unmoored from the life-giving spirit of process and journey. Results are glorious peaks, celebrated after the climb. But the climb itself, with all its breathtaking vistas and steep rock faces, is just as essential. Maybe even more so.For me, finding this balance and perspective has been one of the most valuable life lessons of my young adulthood. In a world that constantly pressures us to treat life like a checklist, abullet-pointed climb up rigid hierarchies and ladders, retaining our sense of wonder and engagement with the present moment is nothing short of radical and revolutionary. It preserves our souls, our creativity, our ability to grow and evolve rather than stagnating in the pursuit of a hollow prize.So as I look forward to my future, I carry this appreciationto value of process and the entire journey - in my studies, my career,and every facet of life. I aim to chase dreams and chase growth through immersive presence. To be fueled by an intrinsic hunger to discover, create, analyze and discuss. To drink deeply from the cup of effort, struggle and evolution rather than just sprinting toward distant, extrinsic finish lines.Because at the end of the day, we are not scores or resumes or accolades. We are processes, journeys, stories of constant transformation and reinvention woven through dedication, mistakes, breakthroughs and evolutions both big and small. And keeping that truth at the core of how we live is the ultimate key to a life fully realized and vibrantly experienced.篇2The Importance of Valuing the Journey, Not Just the DestinationAs a student, it's easy to get caught up in the pursuit of good grades, test scores, and ultimately, that elusive acceptance letter to your dream university or job offer at a top company. We are conditioned from an early age to focus on results – the A's on our report cards, the trophies and medals, the accolades and accomplishments that we can put on our resumes and college applications. But in this relentless chase for success, we oftenlose sight of something even more valuable: the journey itself and the lessons we learn along the way.I'll be the first to admit that I used to be utterly results-driven. Back in high school, I would study and prepare solely with the goal of acing the next big test or exam. The process of actually learning the material and gaining a deeper understanding wasn't my priority – I just wanted to do whatever it took to get that A. Looking back, I realize how misguided that approach was. Yes, I got good grades, but I missed out on so many opportunities to really immerse myself in the subjects, ask questions, explore novel concepts and make connections between ideas. Instead of engaging with the material, I simply crammed information into my head like a computer uploading data, regurgitated it on the test, and then promptly forgot most of it. It was an empty, unfulfilling way to learn.Everything changed for me when I started taking a biology course my freshman year of college. On the first day, our professor said something that stuck with me: "I don't care about your grades nearly as much as I care about your growth as scientists and critical thinkers." From that point on, the entire focus of the class was on the process – forming hypotheses, designing experiments, analyzing results, and learning from ourmistakes. Getting the "right" answer wasn't what mattered; it was about exercising our curiosity, bravely following our questions down endless rabbit holes of inquiry, and developing a rigorous scientific mindset.It was a stark contrast to the cut-and-dried classes of my high school years, and admittedly, it took some adjustment. There were times when I felt frustrated because an experiment didn't give me the outcome I'd predicted, or I couldn't immediately grasp a complex theory. But my professor constantly reminded us that the struggle was where true learning happened. He encouraged us to revel in examining our failed hypotheses, to fearlessly rethink our assumptions, and to persist through confusion until we arrived at a deeper level of comprehension.Slowly but surely, I found myself being transformed. Instead of obsessing over grades, I became passionate about truly understanding biology in all its intricate details. I learned to let go of the need to be "right" all the time, and to embrace a growth mindset where mistakes were opportunities, not shortcomings. Class became something I looked forward to not because there was a test to study for, but because I was endlesslyinvigorated by the thrill of scientific discovery and critical thinking.This shift in mentality didn't just affect my experience in that single biology course – it pervaded every aspect of my education and life. I found myself re-engaging with my studies across subjects through a new lens, savoring the acquisition of knowledge rather than stressing over achievement metrics. Group projects, which I used to dread, became avenues for collaborative exploration. And when faced with challenges or obstacles, I no longer saw them as roadblocks but as chances to flexmy critical thinking muscles and grow from the experience.Beyond academics, this focus on cherishing the process has enriched my personal life as well. When I pursued extracurriculars and hobbies, from creative writing to dance to volunteering, I found myself being fully present and engaged rather than just going through the motions to pad my resume. Everything I did retained a sense of meaning, curiosity, and exploration – qualities that are so easy to lose when you're solely fixated on the end goal.As I prepare to graduate from college and take my next big leap, I know that wherever I go, I will carry this vital mindset with me. In a professional setting, I won't merely check boxes andchase promotions and prestigious titles. I'll approach my work with an open mind, a hunger to constantly learn and improve, and a commitment to embracing challenges as opportunities for growth. And in my personal life, I'll continue to seek out new experiences not for the sake of achievement, but for the sheer joy of the journey itself.Don't get me wrong – I'm not dismissing the importance of results altogether. Setting goals and working towards tangible accomplishments is human nature, and there's nothing wrong with striving for success. But that success is hollow and unsustainable if it comes at the cost of overlooking the process. The winding paths we take to reach our destinations are just as crucial, if not more so, than the destinations themselves.It's on these journeys that we have our most profound realizations about ourselves and the world around us. It's where we gain resilience through failures and obstacles. It's where we spark eureka moments of brilliant insight and innovation. It's where our perspectives shift, our minds expand, and we shape the critical thinking skills that will serve us for life. To neglect the process is to rob ourselves of the most rewarding parts of pursuing our dreams and ambitions. The results may be the icingon the cake, but the process is the cake itself – rich, nourishing, and worthsavoring every single bite.So as you embark on your own journeys through school, career, and life, do remember to pause and appreciate the paths you're traveling, not just the ultimate destinations towards which they lead. Value every struggle, every victory, every moment of confusion that eventually gives way to clarity. Allow yourself to be challenged, stumped, and forced to evolve your perspectives. Remain endlessly curious and hungry to learn. And most importantly, cherish each step along the way – for that is where the profound gifts of growth, wisdom, and self-discovery lie. The results will inevitably follow, but the process is what makes the effort truly meaningful and worthwhile.篇3The Importance of Valuing the Journey, Not Just the DestinationAs students, we're constantly bombarded with messages about the importance of achieving good grades, getting into a top university, and ultimately landing a high-paying job. From a young age, we're taught that success is measured by tangible results – the numbers on a report card, the rankings andreputation of the school we attend, the salary we ultimately command in the workforce.While there's no denying that these conventional metrics of achievement are important, I've come to realize that an unhealthy obsession with results can be counterproductive and leave us feeling unsatisfied and unfulfilled. What gets lost in the relentless pursuit of outcomes is an appreciation for the process itself – the journey of learning, growing, and developing as a human being.I'll admit that for many years, I was guilty of falling into this results-oriented trap. In middle school and early high school, I was utterly consumed by my GPA, frantically checking the education portal after every assignment and test to calculate how each new mark would impact my overall average. If I didn't achieve the grade I was hoping for, I would be crushed, feeling like all the time and effort I had invested was for naught.It was in my junior year that I had something of an awakening about the flaws of this mindset. I had just joined the debate team, an extracurricular that represented quite a departure from the traditional academic arena where I typically operated. In debate, scoring well wasn't just about regurgitating information, but about original analysis, quick thinking, andskilled oratory. For the first time, I began to appreciate that the true value wasn't in the competition результаты, but in the process of preparing – the hours spent researching, crafting arguments, and practicing delivery.With debate, I experienced meaningful learning and growth that couldn't be quantified by a numeric score or ranking. Sure, winning felt good, but even when my team fell short, I felt a sense of pride and fulfillment. I had taken ownership of my education, rather than just being a vessel for absorbing information. The invaluable critical thinking, communication, and intellectual curiosity cultivated through debate have served me well in all my endeavors since.This reframing of what constitutes true success has fundamentally altered my approach to academics. I shifted my perspective from just striving for an arbitrary percentage or GPA number, to prioritizing patience, diligence, and a genuine passion for the material itself. I don't just want to learn things exclusively to get good test scores, but to actually understand concepts at a deeper level.When I struggled in a class like organic chemistry, instead of bemoaning a poor midterm grade, I resolved to savor the process, embracing mistakes and gaps in understanding asinevitable steps towards mastery. I spent more time in office hours, asked more questions in class, and engaged with the material more actively using techniques like hand-written notes and molecular model kits.This isn't to say that I don't still care about performing well –academic achievement is important to me and a worthy pursuit. However, I no longer treat results as the sole barometer of success. I focus on the satisfaction that comes from the hard work, intellectual engagement, and incremental progress embodied by the learning process itself.Beyond academics, I've found that many of life's most meaningful endeavors don't lend themselves to clean, quantitative measures of achievement. Take a pursuit like creative writing, for example. When crafting a short story or poem, there is no clear metric for determining whether you've crossed some objective finish line. You could get that exhilarating piece published in a prestigious literary journal, but even then, beauty remains subjective and open to interpretation.The true reward comes from the art of practicing the craft itself – selecting just the right phrasing, agonizing over each line edit, and experiencing moments of creative epiphany amid the struggle of overcoming writer's block. The process stretches youas a writer and you inevitably improve, regardless of any external stamp of validation.Or consider a teenage relationship – though it may not have worked out in the long run, the lessons learned about communication, vulnerability, and emotional intelligence remain invaluable. The meaning was embodied in the journey of exploring romance, growing as an individual, and coming to deeper understandings of yourself. Getting caught up only in the relationship's ultimate longevity or lack thereof is to ignore the catalyzing impact it had on your maturation.I think back to my experiences as a summer camp counselor, where the process was far more meaningful than any final evaluations or accolades. The true value came from the innumerable lighthearted moments with energetic kids – playing games, singing silly songs, and making inside jokes around the campfire. It was about stepping up, taking responsibility for small humans' wellbeing, and emerging as more of a leader and role model. Those character-shaping experiences transcend any physical souvenirs or end-of-summer awards.Admittedly, in our results-obsessed world, it isn't always easy to maintain the perspective that the journey matters more than just the destination. We're inundated with messages thatreinforce a more transactional, outcome-based notion of success. From academics to athletics to professional pursuits,говорятся остается heavily tilted towards recognizing only those who finish first or produce something concrete to show for their efforts.Yet I've come to understand that while celebrating major achievements and milestones is all well and good, the real substance that shapes us resides in those in-between spaces that get overlooked. It's in the trenches of embracing struggle before any sort of breakthrough. It's in the quotidian routines, habits, and daily practices that eventually culminate into who we become as people. It's in the conversations, fleeting moments of interconnectedness, and shared emotions that make life deeply textured and three-dimensional.At the end of the day, life is a continuous journey of growth, exploration, perseverance, and pursuing curiosities. Material results and accolades certainly have their place, but they are incomplete, inadequate finish lines in what should be anever-ending race. True satisfaction comes from the actual act of undertaking the journey itself. So as I move forward, while still working hard towards my goals, I'll be sure to appreciate the profound value found simply in the process.。

《教学论》术语

《教学论》术语

The Terms of English Language Teaching Methodology Aachievement test 成绩测试acquisition 习得,语言习得acquisition 语言习得顺序active mastery 积极掌握active vocabulary 积极词汇,主动词汇affective filtering 情感筛选aim,objective 目的,目标analysis of errors 错误分析analytic approach 分析教学法,分析法analytical reading 分析性阅读application to practice 运用于实践applied linguistics 应用语言学approach 教学路子aptitude test 能力倾向测验Army method 陆军法associative learning 联想性学习auditory discrimination 辨音能力auditory feedback 听觉反馈auditory memory 听觉记忆auditory perception 听觉audio-lingual method 听说法audio-visual method 视听法aural-oral approach 听说教学法,听说法aural-oral method 听说法Bbasic knowledge 基本知识basic principle 基本原则basic theory 基本理论basic training 基本训练basic vocabulary 基本词汇behaviourism 行为主义bilingual 双语的bilingual education 双语教育blank filling 填空Cchain drill 链式操练,连锁操练choral repetition 齐声照读,齐声仿读class management 课常管理classroom interaction 课常应对cloze 完形填空coach 辅导cognitive approach 认知法common core 语言的共同核心,语言共核communicative drill 交际性操练communicative exercise 交际练习communicative langunge teaching 交际派语言教学法,交际教学法community language learning 集体语言学习法comparative method 比较法communicative approach 交际法comprehensible input 不难理解的输入comprehensive method 综合法computer-managed instruction 计算机管理教学concord and coordination 默契与配合console 控制台consonant cluster 辅音连缀context 上下文controlled composition 控制性作文course density 课堂密度course design 课程设计cramming method 灌输式cue word 提示词curriculum 课程,教学大纲curriculum development 课程编制,课程设计cultural objective, aim 教养目的cyclical approach 循环教学法,循环法Ddeductive learning 演绎性学习deductive method 演绎法delayed auditory feedback 延缓听觉反馈demonstration 演示demonstration lesson 示范教学describe a picture in writing 看图说话describe a picture orally 描写语言学diagram 图解diagnostic test 诊断性测验dicto-comp 听写作文direct application 直接应用direct comprehension 直接理解direct learning 直接学习direct method 直接教学法Eeducational objective, aim 教育目的EFL 英语作为外语EGP 通用英语ELT 英语教学English as a Foreign Language 英语作为外语English as an International Language 英语作为国际语言English environment 英语环境English for Academic Purposes 学术英语English for general prupose 普通英语English for General Purposes 通用英语English for specific purposes 专用英语ESOL English for Speakers of Other Languages 供非英语民族使用的英语English medium school 英语授课学校English teaching;teaching English 英语教学ESD(English as a Second Dialect)英语作为第二方言ESL(English as a Second Language)英语作为第二语言ESL Programme(English as a Second Language Programme)英语(第二语言)教程ESP(English for Special Purposes)专用英语EST(English for Science and Technology)科技英语evaluation 评语,评价examination 考试examination question 考题experimental method 实验法extensive reading 泛读external speech 外语言语extra-curiculum activity 课外活动extra-curriculum club,group 课外小组Ffacial expression_r 面部表情feedbace 反馈film projector 电影放映机filmstrip 电影胶片final stage 高级阶段first language 第一语言,母语formative evaluation 自由作文free practice 自由练习frequency of word 词的频率al approach 功能法al syllabus 功能派教学大纲word 功能词Ggeneral linguistics 普通语言学gestalt style 格式塔式(学习),整体式(学习)gesture 手势getting students ready for class 组织教学global learning 整体式学习,囫囵吞枣式学习global question 综合性问题gradation 级进法,分级递升法graded direct method 循序直接法grading 级进法,分级递升法;评分grammar lesson 语法课grammar method 语法法grammar translation method 语法翻译法grammatical analysis 语法分析group reading 集体朗读group training 集体练习guided composition 引导性作文Hheuristic method of teaching 启发式教学法heurstics 启发法;探索法humanistic approach 人本主义教学法Iidealism 唯心主义imitatiom 模仿immersion programme 沉浸式教学imparting knowledge 传授知识incomplete plosive 不完全爆破independent composition 独立作文individualized instruction 个别教学individual training 个别练习inductive learning 归纳性学习inductive method 归纳法inflection,inflexion 词形变化information,processing 信息处理initial beginning stage 初级阶段inner speech 内语言语in-service training 在职培训instructional objective 语言教学目标integrative teaching 综合教学integrated approach 综合教学法,综合法intelligent memory 理解性记忆language training 强化教学intensive training 精读intermediate stage 中级阶段interpretation 头口翻译International Phonetic Alphabet 国际音标Jjuncture 连读,音渡junior high school 初级中学junior school 初级学校junior sceondary school 初级中等学校junior-senior high school 初高中junior technical college(or school) 初级职业学院(或学校)junior year 大学三年级Kkey words 基本词,关键字kinesics 身势语,身势学kinesthetic memory 动觉记忆knowledge 知识knowledge structure 知识结构Llanguage acquisition 语言习得language acquisition device 语言习得机制language arts 语言技能language competence,or knowledge 语言知识language learning capability 语言学习能力language laboratory;lab 语言实验室language leaning capacity 语言学习能力language pedagogy 语言教育language performance 语言行为language program design 语言课程设计language test 语言测试learning by deduction 演绎性学习learning by induction 归纳性学习learning process 学习过程learning style 学习方式lesson conducting 教课lesson plan 课时计划,教案lesson preparation 备课lesson type 课型linguistics 语言学linguistic competence 语言能力linguistic method 口语领先教学法living language 活的语言long-term memory 长期记忆look-and-say method 看图说话法Mmeaningful drill 有意义的操练neabubgful exercise 有意义的练习meaningful learning 理解性学习means of teaching 教学手段mechanical drill 机械操练mechanical exercise 机械练习mechanical memory 机械记忆mechanical translation 机器翻译medium of instruction 教学媒介语,教学语言memory 记忆,记忆力memory span 记忆幅度memorizing 用记记住method 方法methodology of teaching 教学法methodology of teaching English 英语教学法microteaching 微型教学mim-mem method 模仿—记忆法minimal pair 最小对立体(一种辨音练习)model 模型modeling 示范教学modern equipment 现代化设备modern language 现代语言monitor hypothesis 语言监控说mother tongue 母语motivation 引起动机Nnative language 本族语natural appoach 自然教学法,自然法natural method 自然法needs analysis 需要分析new lesson 新课nine-pile grading 九堆法notional approach 意念法notional-al syllabus 意念-功能派教学大纲notional syllabus 意念大纲、意念派教学大纲Oobservation lesson 观摩教学objective 教学目标optimum age hypothesis 学习最佳年龄说operating principle 操作原则oral approach 口语教学法,口语法oral exercise 口语练习oral method 口授法oral reading 朗读order of acquisition 语言习得顺序organization of teaching materials 教材组织organs of speech 发音器官outside reading 课外阅读overlearing 过量学习Ppaired-associate learning 配对联想学习法pair work 双人作业,双人练习passive vocabulary 消极词汇pattern drill 句型操练pattern practice 句型练习pdeagogical grammar 教学语法pedagogy 教育法peer teaching 同学互教penmanship handwriting 书法perception 知觉performance objective 语言实践目标personality 个性philosophy 哲学phoneme 音素phonetics 语音法phonetic method 按字母音值拼读法phonology 音位学pictrue 图画phacement test 分班测验plateau of learning 学习高原practical objective 实用目的practice effect 练习效应practice of teaching 教学实践presentation of new materials 提出新材料pre-teaching 预教primary of speech 口语领先principle of communication 交际性原则principle of teaching 教学原则problem solving 习题解答production stage 活用阶段,产出阶段productive exercise 活用练习productive mastery 活用掌握productive vocabulary 活用词汇proficiency 熟练program desing 课程设计psycho-linguistics 心理语言学psychological method 心理法Qqualified teacher 合格教师question band 试题库questionnaire 调查问卷questions 提问Rrapid reading 快速阅读,快读rate of reading 阅读速度readability 易读性read by turns 轮读reading 阅读reading lesson 阅读课reading method 阅读法reading speed 阅读速度reading vocabulary 阅读词汇,阅读词汇量receptive language knowledge 接受性语言知识receptive vocabulary 领会词汇reformed method 改良法regression 回看,重读reinforcement 巩固reinforcement lesson 巩固课repetition drill 复述操练repetition-stage 仿照阶段response 反应retelling 复述retention 记忆teview;tevision 复习review(revise)and check up 复习检查review(revision)lesson 复习课rewriting 改写rhythm 节奏role-play 扮演角色rote learning 强记学习法,死记硬背Sscanning 查阅,扫瞄school practice 教学实习scientific way of thinking 科学的思想方法second language 第二语言segment 音段,切分成分semantics 语义学seminar 课堂讨论sentence completion 完成句子short-term memory 短期记忆sight vocabulary 一见即懂的词汇silent reading 默读silent way 沉默法,静授法simplification 简写simplified reader 简写读本simulation 模拟,模拟性课堂活动simultaneous interpretation 同声翻译situational method 情景法situational language teaching 情景派语言教学法,情景教学法situational method 情景教学法situational syllabus 情景派教学大纲situation reinforcement 情景强化法skimming 略读,济览slide 幻灯片slide projector 幻灯片socialized speech 社会化言语socio-linguistics 社会语言学soft ware 软件speech disorder 言语缺陷speech pathology 言语病理学speech perception 言语知觉speech reading 唇读法speed reading 快速阅读,快读speelling 正字法spiral approach 螺旋式教学法,螺旋法spoken lauguang 口语stage of teaching 教学阶段stick drawing;mathch drawing 简笔画stimulus and response 刺激与反应stress accent 重音,重读structuralism 结构主义(语言学)structural method 结构法student-centered 学生中心student-centered learning 学生为主学习法student teacher 实习教师student teaching 教育实习submersion programme 沉浸式教程substitution 替换substitution table 替换表subvocal reading 默读suggestopaedia 暗示教学法syllabus 教学大纲syllabus design 教学大纲设计syllabus for middle school English 中学英语教学大纲synthetic approach 综合性教学法,综合法synthetical reading 综合性阅读Ttarget language 目的语,译文语言teacher’s book 教师用书teacher’s manual 教师手册teaching experience 教学经验teaching objective,aim 教学目的teaching procedure 教学过程teaching tools;property 教具teaching words in isolation 孤立教单词theory of teaching 教学理论TEFL 英语(外语)教学TESL 英语(第二语言)教学TESOL 对非英语民族教英语time allotment 时间分配total physical response method 整体动作反应法transformation drill 转换操练translation method 翻译法transformational generative grammar 转化生成语法Uunconscious 潜意识underclassman 低年级学生undergraduate 大学本科生undergraduate course 大学本科课程undergraduate school 大学本科学院undergraduate special 大学特殊课程unified studied 统一课程university high school 大学附属中学university of the air 广播电视大学updating courses/training 现代化课程/训练upgrading courses/training 进修课程/训练upperclassman 高年级学生use and usage 使用和用法utterance 语段Vverbal association 词语联想verbal learning 语言学习,单词学习video 电视,影象videotape 录象磁带visual perception 视觉visual aid 直观手段visit a class 听课visual memory 视觉记忆vocabulary control 词汇控制Wword association 词际联想word list 词表word study 词的研究word frequency 词汇重复率written language 书面语。

2024年下半年教师资格考试初中英语学科知识与教学能力自测试卷与参考答案

2024年下半年教师资格考试初中英语学科知识与教学能力自测试卷与参考答案

2024年下半年教师资格考试初中英语学科知识与教学能力自测试卷与参考答案一、单项选择题(本大题有30小题,每小题2分,共60分)1.Which of the following is NOT a skill that is typically assessed in a TeacherQualification Examination for English Language Teaching in junior high schools?A. Grammar instructionB. Pronunciation modelingC. Advanced vocabulary expansionD. Reading comprehension strategiesAnswer: CExplanation: In a Teacher Qualification Examination for English Language Teaching in junior high schools, the focus is on foundational language skills and strategies that are appropriate for the age group. While grammar instruction, pronunciation modeling, and reading comprehension strategies are all essential components of teaching English at this level, advanced vocabulary expansion is generally not the primary focus as it may be too challenging for junior high school students.2.What is the primary goal of using authentic materials in an English languageclassroom for junior high school students?A. To increase test scores in standardized examsB. To expose students to real-life language use and cultural contextsC. To improve students’ ability to memorize grammar rulesD. To reduce the need for explicit grammar instructionAnswer: BExplanation: Using authentic materials, such as newspaper articles, songs, videos, and podcasts, in an English language classroom exposes students to real-life language use and cultural contexts. This helps students understand how English is used in different situations and by diverse speakers, enhancing their language proficiency and cultural awareness. While these materials may indirectly contribute to test scores and grammar understanding, their primary goal is to provide authentic language experiences.3.Which teaching method emphasizes student-centered learning and encouragesstudents to actively participate in the learning process through group discussions, debates, and projects?A. Grammar-Translation MethodB. Audio-Lingual MethodC. Communicative Language Teaching (CLT)D. Direct MethodAnswer: CExplanation: Communicative Language Teaching (CLT) is a teaching method that emphasizes student-centered learning and encourages students to actively participate in the learning process. In CLT classrooms, studentsare encouraged to communicate in English for meaningful purposes, using language to express ideas, opinions, and feelings. This approach often involves group discussions, debates, and projects that require students to use English in a variety of contexts and situations. The Grammar-Translation Method, Audio-Lingual Method, and Direct Method, on the other hand, have different focuses and do not necessarily prioritize student-centered learning and active participation to the same extent as CLT.4、Which of the following is NOT a strategy for effective vocabulary teaching in junior high school English?A)Using context clues to infer meaningB)Memorizing word lists without contextC)Encouraging students to use new words in sentencesD)Integrating vocabulary into daily conversationsAnswer: BExplanation: Effective vocabulary teaching in junior high school English emphasizes using context to understand and remember words, as well as encouraging students to actively use them. Memorizing word lists without context is generally considered less effective, as it does not provide the necessary context for students to truly grasp the meaning and usage of the words.5、In the area of English grammar teaching, which of the following principles is most important for fostering students’ understanding and ac curate use of grammar structures?A)Repetition and drillingB)Meaningful contextC)Grammar-translation methodD)Memorization of grammar rulesAnswer: BExplanation: In English grammar teaching, providing meaningful context is crucial for students to understand and accurately use grammar structures. This approach allows students to see how grammar is used in real-life situations, rather than just memorizing rules in isolation. Repetition and drilling can be helpful, but should be done within a meaningful context. Grammar-translation method and memorization of grammar rules are less effective in fostering true understanding and usage.6、Which teaching method best promotes student engagement and active learning in a junior high school English class, particularly when teaching reading comprehension?A)Direct instruction with teacher-led explanationsB)Cooperative learning groups to discuss and analyze textsC)Independent silent reading with comprehension questionsD)Whole-class discussion without prior reading or preparationAnswer: BExplanation: Cooperative learning groups promote student engagement and active learning by encouraging students to work together to discuss and analyze texts. This approach allows students to share their thoughts, askquestions, and build on each ot her’s ideas, leading to deeper understanding of the material. Direct instruction with teacher-led explanations can be helpful, but may not always promote active learning. Independent silent reading with comprehension questions can be effective, but may not foster the same level of engagement and discussion. Whole-class discussion without prior reading or preparation may lead to confusion and lack of focus. 7、Which of the following teaching strategies is most effective in enhancing students’ listening compre hension in junior high school English classes?A) Focusing solely on grammar explanationsB) Providing a combination of authentic listening materials and targeted exercisesC) Relying solely on textbooks for listening practiceD) Using only teacher-made recordings and discussionsAnswer: BExplanation: To improve students’ listening comprehension in junior high school English, a combination of authentic listening materials that reflect real-life situations and targeted exercises that focus on specific listening skills is most effective. This approach exposes students to a wide range of accents and language styles, while also providing opportunities to practice and apply listening strategies. Solely focusing on grammar explanations (A), relying solely on textbooks (C), or using only teacher-made recordings and discussions (D) may limit the variety andauthenticity of listening materials, thereby reducing the effectiveness of the teaching strategy.8、What is the primary goal of the reading comprehension section in junior high school English exams?A) To assess students’ memorization of vocabulary wordsB) To evaluate students’ ability to analyze and interpret textsC) To test students’ knowledge of grammatical structuresD) To measure students’ speed of readingAnswer: BExplanation: The primary goal of the reading comprehension section in junior high school English exams is to evaluate students’ ability to analyze and interpret texts. This includes understanding the main idea, identifying details, inferring meaning, and making connections between the text and real-life situations. While memorization of vocabulary words (A), knowledge of grammatical structures (C), and reading speed (D) are all important aspects of reading comprehension, they are not the primary focus of this section of the exam.9、Which teaching method is particularly effective in helping junior high school students improve their speaking skills in English?A) Role-play activitiesB) Extensive grammar lecturesC) Silent reading practiceD) Extensive vocabulary memorizationAnswer: AExplanation: Role-play activities (A) are particularly effective in helping junior high school students improve their speaking skills in English. They provide students with opportunities to practice using language in real-life situations, engage in meaningful conversations, and develop their communication skills. Extensive grammar lectures (B), silent reading practice (C), and extensive vocabulary memorization (D) are all valuable teaching methods, but they do not directly address the development of speaking skills in the same way as role-play activities.10、Which of the following is NOT a characteristic of effective teaching in junior high school English?A) Engaging students in interactive activitiesB) Focusing solely on grammar rules and vocabulary memorizationC) Encouraging critical thinking and creativityD) Providing opportunities for authentic language useAnswer: BExplanation: Effective teaching in junior high school English involves engaging students in various learning activities that promote language acquisition and use. Focusing solely on grammar rules and vocabulary memorization, without integrating them into meaningful contexts, is not an effective approach as it lacks the interactive and authentic language usethat is crucial for language learning.11、Which teaching method emphasizes student-centered learning and encourages students to discover knowledge through exploration and experimentation?A) Direct InstructionB) Inquiry-Based LearningC) Lecture-Style TeachingD) Behaviorist ApproachAnswer: BExplanation: Inquiry-Based Learning is a student-centered approach that encourages students to actively engage in the learning process by asking questions, conducting research, and drawing conclusions based on their findings. It fosters critical thinking, creativity, and problem-solving skills.12、Which of the following is a key component of assessing students’ language proficiency in junior high school English?A) Only focusing on standardized test scoresB) Evaluating students’ ability to communicate effectively in EnglishC) Ignoring students’ individual strengths and weaknessesD) Relying solely on teacher observationsAnswer: BExplanation: Assessing students’ language proficiency in junior highschool English involves evaluating their ability to communicate effectively in English, which includes listening, speaking, reading, and writing skills. While standardized test scores and teacher observations can be part of the assessment process, they should not be the sole criteria. It’s important to consider students’ individual strengths and weaknesses and provide them with opportunities to demonstrate their proficiency in various contexts.13、Which of the following teaching methods best encourages student interaction and communication in a junior high school English class?A) Grammar-Translation MethodB) Direct MethodC) Communicative Language Teaching (CLT)D) Audio-Lingual MethodAnswer: CExplanation: The Communicative Language Teaching (CLT) method emphasizes the use of authentic language for meaningful communication and encourages student-centered interaction and collaboration. It aligns well with promoting English language proficiency in a junior high school setting.14、When planning a lesson on past simple tense for junior high students, which of the following activities would be most appropriate to engage students and reinforce understanding?A) Asking students to recite grammar rules from a textbookB) Having students complete a gap-fill exercise with past simple verb formsC) Showing a video of a historical event and discussing it in the present tenseD) Encouraging students to write a short story in the future tense Answer: BExplanation: A gap-fill exercise that requires students to use past simple verb forms directly addresses the target grammar point in a practical and engaging way. It promotes understanding and application of the tense. Option A is too rote and memorization-based, option C misuses the tense, and optionD focuses on a different tense entirely.15、What is the primary goal of a lesson on reading comprehension in a junior high school English class?A) To teach students all the vocabulary words in the reading passageB) To ensure students can recite the reading passage word for wordC) To help students understand the main idea and details of the textD) To introduce students to as many grammatical structures as possible Answer: CExplanation: The primary goal of a reading comprehension lesson in a junior high school English class is to develop students’ ability to understand the main idea and key details of a text. This involves comprehension skills such as identifying the topic, understanding supporting details, and inferring meaning. Vocabulary expansion and grammatical analysis are important, but they are secondary to comprehending the overall content.16、Which of the following sentences demonstrates correct usage of the present continuous tense?A)She writes a letter every day.B)She is writing a letter right now.C)She wrote a letter yesterday.D)She has written a letter before.Answer: BExplanation: The present continuous tense is used to describe an action that is happening at the moment of speaking or to talk about an action that is planned or arranged for the near future. Option B, “She is writing a letter right now,” is the only one that fits this description. Option A is in the simple present tense, C is in the simple past tense, and D is in the present perfect tense.17、What grammatical term refers to the change in the form of a word to show the relationship between members of a sentence, such as subject and verb?A)ConcordB)ConcordanceC)ConcordancyD)ConjugationAnswer: AExplanation: Concord, also known as agreement, refers to the harmonious relationship between words in a sentence, especially with regard to number, gender, person, and tense. In this context, it refers to the way in which the form of a word (such as a verb) changes to agree with the subject of the sentence. Option B, “Concordance,” is typically used in text analysis to refer to the frequency of word occurrence; C, “Concordancy,” isnot a standard grammatical term; and D, “Conjugation,” refers to the changing of a verb’s form to show person, number, tense, mood, or voice.18、Which sentence best illustrates the use of the present perfect continuous tense?A)She has lived in New York for five years.B)She lived in New York for five years.C)She will have lived in New York for five years by next year.D)She has been living in New York for five years.Answer: DExplanation: The present perfect continuous tense is used to show that an action started in the past and has continued up until now, with no clear end point. It is formed using “has/have been” + the present participle (ing form) of the verb. Option D, “She has been living in New York for five years,” is the correct use of this tense. Option A uses the present perfect tense without the continuous aspect; B is in the simple past tense; and C is in the future perfect tense.19、Which of the following teaching methods emphasizes student-centered learning and encourages students to actively participate in the learning process?A) Direct InstructionB) Cooperative LearningC) Lecture MethodD) Discovery LearningAnswer: B) Cooperative LearningExplanation: Cooperative Learning is a teaching method that emphasizes student-centered learning and promotes active participation, collaboration, and communication among students. In this method, students work in small groups to achieve common learning goals.20、Which of the following is NOT a key component of Bloom’s Taxonomy of Educational Objectives?A) RememberingB) UnderstandingC) BelievingD) EvaluatingAnswer: C) BelievingExplanation: Bloom’s Taxonomy of Educational Objectives comprises six cognitive levels: Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating. “Believing” is not a key component of this taxonomy.21、What is the primary purpose of the “Warm-up” stage in a lesson plan for English language teaching?A) To introduce new vocabularyB) To activate prior knowledge and interestC) To explain grammar rulesD) To assess students’ comprehensionAnswer: B) To activate prior knowledge and interestExplanation: The “Warm-up” stage in a lesson plan is typically used to engage students, activate their prior knowledge and interest related to the upcoming topic, and set the context for learning. It prepares students mentally and emotionally for the main activities of the lesson.22、Which of the following is NOT a grammar focus in junior high school English?A. TensesB. PronounsC. PhoneticsD. VoiceAnswer: CExplanation: Phonetics, which refers to the study of the sounds of language, is generally not a specific grammar focus in junior high school English curricula. Rather, grammar focuses in junior high school tend to include aspects such as tenses (A), pronouns (B), and voice (D), which are crucial for developing students’ understanding and use of English grammar.23、In the context of teaching reading comprehension, which strategy would be most effective for helping students understand difficult vocabulary?A. Ignoring unknown words and focusing on the main ideaB. Skipping over the passage and only answering comprehension questionsC. Using context clues to infer the meaning of wordsD. Immediately looking up every unknown word in a dictionaryAnswer: CExplanation: When teaching reading comprehension, encouraging students to use context clues to infer the meaning of unknown words is a highly effective strategy. This not only helps students understand the passage better but also enhances their vocabulary development. Ignoring unknown words (A) or skipping over the passage (B) can lead to a lack of comprehension. Immediately looking up every unknown word in a dictionary (D) can disrupt the flow of reading and limit students’ ability to develop their own inferencing skills.24、Which teaching method is most suitable for practicing listening comprehension in a junior high school English class?A. Dictation exercisesB. Reading aloud in groupsC. Grammar drillsD. Role-play activitiesAnswer: AExplanation: Dictation exercises, where the teacher reads a passage and students write down what they hear, are an excellent method for practicing listening comprehension in a junior high school English class. This activity requires students to listen attentively and process the information they hear, which helps develop their listening skills. Reading aloud in groups (B) is more focused on pronunciation and fluency, while grammar drills (C)and role-play activities (D) are more suitable for practicing speaking and grammar.25、Which of the following is NOT a grammatical function of English prepositions?A. Indicating the relationship between two nounsB. Showing the time or place of an actionC. Conjugating verbs with subjectsD. Linking adjectives to nounsAnswer: CExplanation: English prepositions serve multiple grammatical functions, including indicating the relationship between two nouns (e.g., “the book on the table”), showing the time or place of an action (e.g., “in the morning,” “at the store”), and linking adjectives to nouns (e.g., “good at math”). However, prepositions do not conjugate verbs with subjects, which is the function of verb forms and tenses. Conjugation refers to the changes in verb form to agree with the subject in number, person, and tense.26、Which of the following is an example of a compound noun in English?A. WatermelonB. UnhappinessC. RunningD. QuicklyAnswer: AExplanation: A compound noun is a noun that is composed of two or more words. In the case of “watermelon,” it is a single noun formed from the combination of “water” and “melon.” “Unhappiness” is an adjective (un-) modifying a noun (happiness), making it a compound adjective rather than a noun. “Running” is a verb form (present participle) and “quickly” is an adverb, neither of which are nouns.27、Which pronoun is used to refer to a non-specific person in English when making a general statement?A. HeB. SheC. TheyD. ItAnswer: CExplanation: When making a general statement about a non-specific person or people, English speakers often use the plural pronoun “they” as a gender-neutral alternative to avoid specifying a particular gender. For example, “If someone leaves their phone at home, they’ll need to come back for it.” Here, “they” is used as a singular, gender-neutral pronoun to refer to the non-specific “someone.” “He” and “she” would imply a specific gender, and “it” is typically used for non-human objects. 28、Which of the following is NOT a characteristic of effective teaching in English language arts for junior high school students?A)Encouraging critical thinking and analysisB)Focusing solely on grammar and vocabulary drillsC)Utilizing a variety of teaching methodsD)Engaging students in authentic communication activitiesAnswer: BExplanation: Effective teaching in English language arts for junior high school students often emphasizes critical thinking, analysis, and authentic communication activities. Focusing solely on grammar and vocabulary drills is a narrow approach that may not be as engaging or comprehensive as incorporating a variety of teaching methods that cater to different learning styles and needs.29、Which instructional strategy is particularly useful for helping junior high school students develop their reading comprehension skills?A)Providing students with pre-reading questions that guide their understandingB)Allowing students to choose their own reading materials without any guidanceC)Focusing solely on vocabulary development during reading lessonsD)Skipping over difficult passages and moving on to easier onesAnswer: AExplanation: Providing students with pre-reading questions can help guide their understanding and engage them more actively in the reading process. This strategy supports the development of reading comprehension skills by encouraging students to anticipate, predict, and reflect on the text. Allowing students to choose their own materials without guidance, focusingsolely on vocabulary, or skipping difficult passages are less effective strategies for improving reading comprehension.30、When designing a lesson plan for a junior high school English class,which of the following should be a primary consideration?A)The teacher’s personal preferences for teaching methodsB)The students’ interests and prior knowledgeC)The textbook’s curriculum without modificationD)The latest educational trends and fadsAnswer: BExplanation: When designing a lesson plan, it is essential to consider the students’ interests and prior kno wledge. This ensures that the lesson is relevant, engaging, and builds upon what students already know. While the teacher’s preferences, the textbook’s curriculum, and educational trends are all factors to consider, they should not overshadow the primary focus of tailoring instruction to meet the needs and interests of the students.二、简答题(20分)Question:Explain the importance of incorporating authentic materials in teaching English as a Foreign Language (EFL) for junior high school students, and provide at least two examples of such materials that can be used in a classroom setting.Answer:The incorporation of authentic materials in teaching English as a Foreign Language (EFL) to junior high school students is paramount for several reasons. Firstly, authentic materials, such as news articles, songs, videos, and podcasts, expose students to real-world language usage, thereby enhancing their comprehension and appreciation of English beyond the confines of traditional textbooks. This helps bridge the gap between classroom learning and everyday communication, fostering a deeper understanding of the language’s cultural and social contexts. Secondly, authentic materials engage students more effectively than often repetitive or contrived textbook content. They provide a variety of genres, styles, and topics that cater to different interests and learning styles, increasing motivation and retention. When students encounter language used in a natural, unedited manner, they become more adept at recognizing and processing it in a wide range of situations.Furthermore, authentic materials encourage critical thinking andproblem-solving skills as students analyze and interpret the information presented. They are often accompanied by visual and auditory cues that support comprehension, making the learning process more multisensory and memorable.Examples:1.News Articles: Choosing articles from reputable online news sources ornewspapers tailored to junior high school reading levels can enrichstudents’ vocabulary, expose them to current events, and develop their reading comprehension skills. For instance, a simplified article about environmental conservation in English can be used to discuss eco-friendly practices while teaching vocabulary related to nature and sustainability.2.Songs with Lyrics: Incorporating English songs into the curriculum notonly enhances listening skills but also provides opportunities forpronunciation practice and cultural insights. Teachers can select songs with lyrics that align with the class’s learning objectives, such as a pop song with simple vocabulary for beginners or a song with more complex grammar structures for intermediate learners. After listening, students can discuss the song’s meaning, identify new vocabulary, or even try to sing along, improving their pronunciation and fluency.In conclusion, the integration of authentic materials in EFL teaching for junior highschool students is crucial for fostering a more holistic, engaging, and culturally sensitive learning experience.三、教学情境分析题(30分)Question: Teaching Context Analysis (for Junior High School English Subject Knowledge and Teaching Ability)Scenario:Imagine you are preparing a lesson for Grade 8 students on the topic of“Future Plans and Dreams.” The students have already covered basic tense structures, including the simple present, present continuous, and past simple. This lesson aims to introduce and practice the use of the future tense (will/going to) in the context of discussing their personal aspirations and future plans.Task:1.Design a teaching activity that would effectively engage students inpracticing the use of the future tense to express their future plans and dreams. The activity should incorporate at least one technology tool or resource (e.g., interactive whiteboard, educational apps, online videos, etc.).2.Explain how this activity aligns with the following teaching objectives: •Students will be able to accurately use the future tense (will/going to) to describe their future plans and dreams.•Students will be able to listen attentively to their peers’ plans and provide supportive feedback.•Students will develop critical thinking skills through analyzing and comparing different future plans.Answer:1.Teaching Activity Design:Activity Name: “Dream Board Creation”Materials:•Interactive whiteboard or computer with a projection system•Access to an educational app or website that provides a digital canvas for creating visual presentations (e.g., Padlet, Google Slides, or a similar tool)•Pre-made slides or templates showcasing examples of future plans (careers, travel destinations, personal goals)Procedure:a.Introduction (5 minutes): Begin by using the interactive whiteboard todisplay a series of inspiring quotes and images related to future plans and dreams. Engage students in a brief discussion about their ownaspirations, encouraging them to share briefly in pairs.b.Tense Review (5 minutes): Quickly review the future tense (will/going to)structures, using the whiteboard to illustrate sentence structures and differences between the two forms.c.Modeling (10 minutes): Demonstrate how to create a “Dream Board” o n thechosen digital platform, using the pre-made slides as examples. Explain how they can incorporate text, images, and even audio/video clips to showcase their future plans.d.Individual/Pair Work (20 minutes): Have students work individually or inpairs to create their own Dream Boards. Encourage them to use the future tense to caption their images and describe their plans. Circulate around the room to provide individual support and guidance.e.Sharing and Feedback (15 minutes): Students take turns presenting their。

“二语习得理论”课程教学大纲

“二语习得理论”课程教学大纲

“二语习得理论”课程教学大纲任课教师:课程名称:二语习得理论Course Name:Theory on Second Language Acquisitio学时数:36小时学分数:2学分适用专业:外国语学院外国语言学与应用语言学开课学期:第二学期开课时间:教学第1周——教学第18周课程要求及目的:要求:通过对这一部分的学习,使学生懂得什么是第二语言习得、什么是第二语言和第一语言等基本概念。

通过对这些概念及理论的了解与掌握,能更好地理解语言学习和语言教学中的一些基本原理和方法,以及懂得如何在将来把外语教学搞得科学合理。

目的:通过学习,学生应该了解和掌握第一语言习得和第二语言习得的发展过程、主要理论和观点、以及二者之间的相互依靠与相互发展的关系.通过理论学习、实证思考,学生应懂得别人是如何来论证这一方面的理论的,从而学会自己应如何用这一方面的理论来合理地指导自己,从而培养自己,让自己开展在理论指导下的科学合理的外语学习.教学内容及学时安排:第一部分:二语习得的概念及框架(10学时)通过对这一部分的学习,使学生懂得什么是第二语言习得、什么是第二语言和第一语言等基本概念.通过对这些概念及理论的了解与掌握,能更好地理解语言学习和语言教学中的一些基本原理和方法,以及懂得如何在将来把外语教学搞得科学合理。

第二部分:二语习得的三个方面(16 学时)通过对这一部分的学习,使学生从语言学方面、语言交际的社会背景方面、以及会话者的心理因素方面对语言习得有一个较全面的了解.语言不是简单的一个方面的因素起作用的,而是多元相关的。

要把语言教学教好、学好,教师和学生必须对与其相关的方面的其它因素皆有一个清晰全面的了解。

这样,他们才能把语言习得搞好。

第三部分:教和学中的二语习得(10 学时)通过对这一部分的学习,学生要从语言的功能来了解语言敎和学的原理.语言不是完全靠讲解传授能学好的,而是要通过练来掌握的.只有练,语言能力才能提高,语言习得才能产生。

Instructional_design

Instructional_design

Instructional designFrom Wikipedia, the free encyclopediaInstructional Design(also called Instructional Systems Design (ISD)) is the practice of maximizing the effectiveness, efficiency and appeal of instruction and other learning experiences. The process consists broadly of determining the current state and needs of the learner, defining the end goal of instruction, and creating some "intervention" to assist in the transition. Ideally the process is informed by pedagogically(process of teaching) and andragogically(adult learning) tested theories of learning and may take place in student-only, teacher-led or community-based settings. The outcome of this instruction may be directly observable and scientifically measured or completely hidden and assumed. There are many instructional design models but many are based on the ADDIE model with the five phases: 1) analysis, 2) design, 3) development, 4) implementation, and 5) evaluation. As a field, instructional design is historically and traditionally rooted in cognitive and behavioral psychology.HistoryMuch of the foundations of the field of instructional design was laid in World War II, when the U.S. military faced the need to rapidly train large numbers of people to perform complex technical tasks, fromfield-stripping a carbine to navigating across the ocean to building a bomber—see "Training Within Industry(TWI)". Drawing on the research and theories of B.F. Skinner on operant conditioning, training programs focused on observable behaviors. Tasks were broken down into subtasks, and each subtask treated as a separate learning goal. Training was designed to reward correct performance and remediate incorrect performance. Mastery was assumed to be possible for every learner, given enough repetition and feedback. After the war, the success of the wartime training model was replicated in business and industrial training, and to a lesser extent in the primary and secondary classroom. The approach is still common in the U.S. military.[1]In 1956, a committee led by Benjamin Bloom published an influential taxonomy of what he termed the three domains of learning: Cognitive(what one knows or thinks), Psychomotor (what one does, physically) and Affective (what one feels, or what attitudes one has). These taxonomies still influence the design of instruction.[2]During the latter half of the 20th century, learning theories began to be influenced by the growth of digital computers.In the 1970s, many instructional design theorists began to adopt an information-processing-based approach to the design of instruction. David Merrill for instance developed Component Display Theory (CDT), which concentrates on the means of presenting instructional materials (presentation techniques).[3]Later in the 1980s and throughout the 1990s cognitive load theory began to find empirical support for a variety of presentation techniques.[4]Cognitive load theory and the design of instructionCognitive load theory developed out of several empirical studies of learners, as they interacted with instructional materials.[5]Sweller and his associates began to measure the effects of working memory load, and found that the format of instructional materials has a direct effect on the performance of the learners using those materials.[6][7][8]While the media debates of the 1990s focused on the influences of media on learning, cognitive load effects were being documented in several journals. Rather than attempting to substantiate the use of media, these cognitive load learning effects provided an empirical basis for the use of instructional strategies. Mayer asked the instructional design community to reassess the media debate, to refocus their attention on what was most important: learning.[9]By the mid- to late-1990s, Sweller and his associates had discovered several learning effects related to cognitive load and the design of instruction (e.g. the split attention effect, redundancy effect, and the worked-example effect). Later, other researchers like Richard Mayer began to attribute learning effects to cognitive load.[9] Mayer and his associates soon developed a Cognitive Theory of MultimediaLearning.[10][11][12]In the past decade, cognitive load theory has begun to be internationally accepted[13]and begun to revolutionize how practitioners of instructional design view instruction. Recently, human performance experts have even taken notice of cognitive load theory, and have begun to promote this theory base as the science of instruction, with instructional designers as the practitioners of this field.[14]Finally Clark, Nguyen and Sweller[15]published a textbook describing how Instructional Designers can promote efficient learning using evidence-based guidelines of cognitive load theory.Instructional Designers use various instructional strategies to reduce cognitive load. For example, they think that the onscreen text should not be more than 150 words or the text should be presented in small meaningful chunks.[citation needed] The designers also use auditory and visual methods to communicate information to the learner.Learning designThe concept of learning design arrived in the literature of technology for education in the late nineties and early 2000s [16] with the idea that "designers and instructors need to choose for themselves the best mixture of behaviourist and constructivist learning experiences for their online courses" [17]. But the concept of learning design is probably as old as the concept of teaching. Learning design might be defined as "the description of the teaching-learning process that takes place in a unit of learning (eg, a course, a lesson or any other designed learning event)" [18].As summarized by Britain[19], learning design may be associated with:∙The concept of learning design∙The implementation of the concept made by learning design specifications like PALO, IMS Learning Design[20], LDL, SLD 2.0, etc... ∙The technical realisations around the implementation of the concept like TELOS, RELOAD LD-Author, etc...Instructional design modelsADDIE processPerhaps the most common model used for creating instructional materials is the ADDIE Process. This acronym stands for the 5 phases contained in the model:∙Analyze– analyze learner characteristics, task to be learned, etc.Identify Instructional Goals, Conduct Instructional Analysis, Analyze Learners and Contexts∙Design– develop learning objectives, choose an instructional approachWrite Performance Objectives, Develop Assessment Instruments, Develop Instructional Strategy∙Develop– create instructional or training materialsDesign and selection of materials appropriate for learning activity, Design and Conduct Formative Evaluation∙Implement– deliver or distribute the instructional materials ∙Evaluate– make sure the materials achieved the desired goals Design and Conduct Summative EvaluationMost of the current instructional design models are variations of the ADDIE process.[21] Dick,W.O,.Carey, L.,&Carey, J.O.(2004)Systematic Design of Instruction. Boston,MA:Allyn&Bacon.Rapid prototypingA sometimes utilized adaptation to the ADDIE model is in a practice known as rapid prototyping.Proponents suggest that through an iterative process the verification of the design documents saves time and money by catching problems while they are still easy to fix. This approach is not novel to the design of instruction, but appears in many design-related domains including software design, architecture, transportation planning, product development, message design, user experience design, etc.[21][22][23]In fact, some proponents of design prototyping assert that a sophisticated understanding of a problem is incomplete without creating and evaluating some type of prototype, regardless of the analysis rigor that may have been applied up front.[24] In other words, up-front analysis is rarely sufficient to allow one to confidently select an instructional model. For this reason many traditional methods of instructional design are beginning to be seen as incomplete, naive, and even counter-productive.[25]However, some consider rapid prototyping to be a somewhat simplistic type of model. As this argument goes, at the heart of Instructional Design is the analysis phase. After you thoroughly conduct the analysis—you can then choose a model based on your findings. That is the area where mostpeople get snagged—they simply do not do a thorough-enough analysis. (Part of Article By Chris Bressi on LinkedIn)Dick and CareyAnother well-known instructional design model is The Dick and Carey Systems Approach Model.[26] The model was originally published in 1978 by Walter Dick and Lou Carey in their book entitled The Systematic Design of Instruction.Dick and Carey made a significant contribution to the instructional design field by championing a systems view of instruction as opposed to viewing instruction as a sum of isolated parts. The model addresses instruction as an entire system, focusing on the interrelationship between context, content, learning and instruction. According to Dick and Carey, "Components such as the instructor, learners, materials, instructional activities, delivery system, and learning and performance environments interact with each other and work together to bring about the desired student learning outcomes".[26] The components of the Systems Approach Model, also known as the Dick and Carey Model, are as follows:∙Identify Instructional Goal(s): goal statement describes a skill, knowledge or attitude(SKA) that a learner will be expected to acquire ∙Conduct Instructional Analysis: Identify what a learner must recall and identify what learner must be able to do to perform particular task ∙Analyze Learners and Contexts: General characteristic of the target audience, Characteristic directly related to the skill to be taught, Analysis of Performance Setting, Analysis of Learning Setting∙Write Performance Objectives: Objectives consists of a description of the behavior, the condition and criteria. The component of anobjective that describes the criteria that will be used to judge the learner's performance.∙Develop Assessment Instruments: Purpose of entry behavior testing, purpose of pretesting, purpose of posttesting, purpose of practive items/practive problems∙Develop Instructional Strategy: Pre-instructional activities, content presentation, Learner participation, assessment∙Develop and Select Instructional Materials∙Design and Conduct Formative Evaluation of Instruction: Designer try to identify areas of the instructional materials that are in need to improvement.∙Revise Instruction: To identify poor test items and to identify poor instruction∙Design and Conduct Summative EvaluationWith this model, components are executed iteratively and in parallel rather than linearly.[26]/akteacher/dick-cary-instructional-design-mo delInstructional Development Learning System (IDLS)Another instructional design model is the Instructional Development Learning System (IDLS).[27] The model was originally published in 1970 by Peter J. Esseff, PhD and Mary Sullivan Esseff, PhD in their book entitled IDLS—Pro Trainer 1: How to Design, Develop, and Validate Instructional Materials.[28]Peter (1968) & Mary (1972) Esseff both received their doctorates in Educational Technology from the Catholic University of America under the mentorship of Dr. Gabriel Ofiesh, a Founding Father of the Military Model mentioned above. Esseff and Esseff contributed synthesized existing theories to develop their approach to systematic design, "Instructional Development Learning System" (IDLS).The components of the IDLS Model are:∙Design a Task Analysis∙Develop Criterion Tests and Performance Measures∙Develop Interactive Instructional Materials∙Validate the Interactive Instructional MaterialsOther modelsSome other useful models of instructional design include: the Smith/Ragan Model, the Morrison/Ross/Kemp Model and the OAR model , as well as, Wiggins theory of backward design .Learning theories also play an important role in the design ofinstructional materials. Theories such as behaviorism , constructivism , social learning and cognitivism help shape and define the outcome of instructional materials.Influential researchers and theoristsThe lists in this article may contain items that are not notable , not encyclopedic , or not helpful . Please help out by removing such elements and incorporating appropriate items into the main body of the article. (December 2010)Alphabetic by last name∙ Bloom, Benjamin – Taxonomies of the cognitive, affective, and psychomotor domains – 1955 ∙Bonk, Curtis – Blended learning – 2000s ∙ Bransford, John D. – How People Learn: Bridging Research and Practice – 1999 ∙ Bruner, Jerome – Constructivism ∙Carr-Chellman, Alison – Instructional Design for Teachers ID4T -2010 ∙Carey, L. – "The Systematic Design of Instruction" ∙Clark, Richard – Clark-Kosma "Media vs Methods debate", "Guidance" debate . ∙Clark, Ruth – Efficiency in Learning: Evidence-Based Guidelines to Manage Cognitive Load / Guided Instruction / Cognitive Load Theory ∙Dick, W. – "The Systematic Design of Instruction" ∙ Gagné, Robert M. – Nine Events of Instruction (Gagné and Merrill Video Seminar) ∙Heinich, Robert – Instructional Media and the new technologies of instruction 3rd ed. – Educational Technology – 1989 ∙Jonassen, David – problem-solving strategies – 1990s ∙Langdon, Danny G - The Instructional Designs Library: 40 Instructional Designs, Educational Tech. Publications ∙Mager, Robert F. – ABCD model for instructional objectives – 1962 ∙Merrill, M. David - Component Display Theory / Knowledge Objects ∙ Papert, Seymour – Constructionism, LOGO – 1970s ∙ Piaget, Jean – Cognitive development – 1960s∙Piskurich, George – Rapid Instructional Design – 2006∙Simonson, Michael –Instructional Systems and Design via Distance Education – 1980s∙Schank, Roger– Constructivist simulations – 1990s∙Sweller, John - Cognitive load, Worked-example effect, Split-attention effect∙Roberts, Clifton Lee - From Analysis to Design, Practical Applications of ADDIE within the Enterprise - 2011∙Reigeluth, Charles –Elaboration Theory, "Green Books" I, II, and III - 1999-2010∙Skinner, B.F.– Radical Behaviorism, Programed Instruction∙Vygotsky, Lev– Learning as a social activity – 1930s∙Wiley, David– Learning Objects, Open Learning – 2000sSee alsoSince instructional design deals with creating useful instruction and instructional materials, there are many other areas that are related to the field of instructional design.∙educational assessment∙confidence-based learning∙educational animation∙educational psychology∙educational technology∙e-learning∙electronic portfolio∙evaluation∙human–computer interaction∙instructional design context∙instructional technology∙instructional theory∙interaction design∙learning object∙learning science∙m-learning∙multimedia learning∙online education∙instructional design coordinator∙storyboarding∙training∙interdisciplinary teaching∙rapid prototyping∙lesson study∙Understanding by DesignReferences1.^MIL-HDBK-29612/2A Instructional Systems Development/SystemsApproach to Training and Education2.^Bloom's Taxonomy3.^TIP: Theories4.^Lawrence Erlbaum Associates, Inc. - Educational Psychologist -38(1):1 - Citation5.^ Sweller, J. (1988). "Cognitive load during problem solving:Effects on learning". Cognitive Science12 (1): 257–285.doi:10.1016/0364-0213(88)90023-7.6.^ Chandler, P. & Sweller, J. (1991). "Cognitive Load Theory andthe Format of Instruction". Cognition and Instruction8 (4): 293–332.doi:10.1207/s1532690xci0804_2.7.^ Sweller, J., & Cooper, G.A. (1985). "The use of worked examplesas a substitute for problem solving in learning algebra". Cognition and Instruction2 (1): 59–89. doi:10.1207/s1532690xci0201_3.8.^Cooper, G., & Sweller, J. (1987). "Effects of schema acquisitionand rule automation on mathematical problem-solving transfer". Journal of Educational Psychology79 (4): 347–362.doi:10.1037/0022-0663.79.4.347.9.^ a b Mayer, R.E. (1997). "Multimedia Learning: Are We Asking theRight Questions?". Educational Psychologist32 (41): 1–19.doi:10.1207/s1*******ep3201_1.10.^ Mayer, R.E. (2001). Multimedia Learning. Cambridge: CambridgeUniversity Press. ISBN0-521-78239-2.11.^Mayer, R.E., Bove, W. Bryman, A. Mars, R. & Tapangco, L. (1996)."When Less Is More: Meaningful Learning From Visual and Verbal Summaries of Science Textbook Lessons". Journal of Educational Psychology88 (1): 64–73. doi:10.1037/0022-0663.88.1.64.12.^ Mayer, R.E., Steinhoff, K., Bower, G. and Mars, R. (1995). "Agenerative theory of textbook design: Using annotated illustrations to foster meaningful learning of science text". Educational TechnologyResearch and Development43 (1): 31–41. doi:10.1007/BF02300480.13.^Paas, F., Renkl, A. & Sweller, J. (2004). "Cognitive Load Theory:Instructional Implications of the Interaction between InformationStructures and Cognitive Architecture". Instructional Science32: 1–8.doi:10.1023/B:TRUC.0000021806.17516.d0.14.^ Clark, R.C., Mayer, R.E. (2002). e-Learning and the Science ofInstruction: Proven Guidelines for Consumers and Designers of Multimedia Learning. San Francisco: Pfeiffer. ISBN0-7879-6051-9.15.^ Clark, R.C., Nguyen, F., and Sweller, J. (2006). Efficiency inLearning: Evidence-Based Guidelines to Manage Cognitive Load. SanFrancisco: Pfeiffer. ISBN0-7879-7728-4.16.^Conole G., and Fill K., “A learning design toolkit to createpedagogically effective learning activities”. Journal of Interactive Media in Education, 2005 (08).17.^Carr-Chellman A. and Duchastel P., “The ideal online course,”British Journal of Educational Technology, 31(3), 229-241, July 2000.18.^Koper R., “Current Research in Learning Design,” EducationalTechnology & Society, 9 (1), 13-22, 2006.19.^Britain S., “A Review of Learning Design: Concept,Specifications and Tools” A report for the JISC E-learning Pedagogy Programme, May 2004.20.^IMS Learning Design webpage21.^ a b Piskurich, G.M. (2006). Rapid Instructional Design: LearningID fast and right.22.^ Saettler, P. (1990). The evolution of American educationaltechnology.23.^ Stolovitch, H.D., & Keeps, E. (1999). Handbook of humanperformance technology.24.^ Kelley, T., & Littman, J. (2005). The ten faces of innovation:IDEO's strategies for beating the devil's advocate & driving creativity throughout your organization. New York: Doubleday.25.^ Hokanson, B., & Miller, C. (2009). Role-based design: Acontemporary framework for innovation and creativity in instructional design. Educational Technology, 49(2), 21–28.26.^ a b c Dick, Walter, Lou Carey, and James O. Carey (2005) [1978].The Systematic Design of Instruction(6th ed.). Allyn & Bacon. pp. 1–12.ISBN020*******./?id=sYQCAAAACAAJ&dq=the+systematic+design+of+instruction.27.^ Esseff, Peter J. and Esseff, Mary Sullivan (1998) [1970].Instructional Development Learning System (IDLS) (8th ed.). ESF Press.pp. 1–12. ISBN1582830371. /Materials.html.28.^/Materials.htmlExternal links∙Instructional Design - An overview of Instructional Design∙ISD Handbook∙Edutech wiki: Instructional design model [1]∙Debby Kalk, Real World Instructional Design InterviewRetrieved from "/wiki/Instructional_design" Categories: Educational technology | Educational psychology | Learning | Pedagogy | Communication design | Curricula。

2002英文读法

2002英文读法

2002英文读法The year 2002 marked a significant milestone in the history of the English language. It was a year that witnessed the widespread adoption of a new and innovative way of reading and pronouncing English words, a system that has since become a ubiquitous part of our modern linguistic landscape.The origins of this new reading method can be traced back to the late 20th century, when a group of linguists and language enthusiasts began to explore the limitations of the traditional English alphabet and its associated pronunciation rules. They recognized that the English language, with its complex and often inconsistent spelling patterns, presented a significant challenge for both native and non-native speakers, making it difficult to accurately read and pronounce many common words.In response to this challenge, these language pioneers developed a revolutionary system of reading and pronouncing English words, known as the 2002 English reading method. This system was designed to simplify the process of reading and speaking English, making it more accessible and intuitive for people of all backgrounds and language proficiencies.At the core of the 2002 English reading method is a fundamental shift in the way we approach the relationship between written and spoken language. Rather than relying on the traditional spelling-based approach, which often leads to confusion and mispronunciation, the 2002 method focuses on the sounds of the language, providing a clear and consistent set of rules for how each word should be read and spoken.One of the key innovations of the 2002 English reading method is its use of a modified alphabet, which incorporates a number of new letters and symbols to represent sounds that are not adequately captured by the traditional 26-letter English alphabet. This expanded alphabet, known as the 2002 English Alphabet, includes additional vowel and consonant sounds, as well as diacritical marks to indicate stress and intonation patterns.For example, the word "though" in traditional English spelling is often mispronounced as "thoh" or "thuh," but in the 2002 English reading method, it is written as "thō" and pronounced as a single, clear vowel sound. Similarly, the word "ough" in words like "cough" and "ough" is represented by a single symbol, making it easier for readers to understand and pronounce correctly.The adoption of the 2002 English reading method has had aprofound impact on the way we learn, communicate, and interact with the English language. In schools and educational institutions around the world, the 2002 method has become the standard approach to teaching English reading and pronunciation, helping students to develop a stronger foundation in the language and reducing the risk of common mispronunciations and misunderstandings.Beyond the classroom, the 2002 English reading method has also found widespread application in a variety of other contexts, from language learning software and mobile apps to professional translation services and international business communications. By providing a more consistent and intuitive way of reading and speaking English, the 2002 method has helped to break down language barriers and facilitate greater cross-cultural understanding and collaboration.One of the most remarkable aspects of the 2002 English reading method is the speed with which it has been adopted and embraced by the global community. In just a few short years, the method has become the de facto standard for reading and pronouncing English, with millions of people around the world using it on a daily basis.This rapid adoption can be attributed to a number of factors, including the method's simplicity and ease of use, its ability toimprove language proficiency and communication, and the widespread recognition of the need for a more accessible and intuitive approach to the English language.As we look to the future, it is clear that the 2002 English reading method will continue to play a central role in the ongoing evolution of the English language. With its emphasis on sound-based learning and its commitment to making English more accessible and inclusive, the 2002 method is poised to transform the way we think about and engage with one of the world's most widely spoken languages.Whether you are a native speaker looking to refine your pronunciation, a language learner seeking to improve your fluency, or a professional working in a global environment, the 2002 English reading method offers a powerful and innovative solution to the challenges of the English language. By embracing this new approach, we can all contribute to the continued growth and development of this dynamic and ever-evolving means of communication.。

李华在英语学习有困难作文

李华在英语学习有困难作文

李华在英语学习有困难作文Li Hua has always been a diligent student, dedicated to his studies and determined to excel in all his academic pursuits. However, when it came to the subject of English, he found himself facing a unique set of challenges that threatened to undermine his overall academic success.From a young age, Li Hua had been exposed to the Chinese language, which had become deeply ingrained in his cognitive processes. The transition to learning a new language, one with vastly different grammatical structures, pronunciation rules, and cultural nuances, proved to be a daunting task. He found himself constantly struggling to grasp the fundamental concepts of the English language, often feeling frustrated and discouraged by his seemingly slow progress.One of the primary obstacles Li Hua encountered was the pronunciation of English words. The complex vowel sounds and intricate consonant blends posed a significant challenge, as he had to unlearn the familiar patterns of his native language and adopt acompletely new set of phonetic rules. He would often find himself stumbling over simple words, unable to replicate the native-like fluency he so desperately desired.Furthermore, the vast vocabulary of the English language presented another layer of difficulty for Li Hua. Whereas in Chinese, he had a deep understanding of the meanings and usage of words, in English, he found himself constantly referring to dictionaries and struggling to commit new words to memory. The sheer volume of vocabulary required for proficiency in the language seemed overwhelming, and he often felt like he was taking one step forward and two steps back.Grammatical structures proved to be another major hurdle for Li Hua. The intricate rules governing verb tenses, sentence structure, and the proper use of prepositions and articles were foreign concepts that he found challenging to grasp. He would often find himself second-guessing his choices, unsure of whether he was constructing sentences correctly or adhering to the appropriate grammatical conventions.In addition to the linguistic challenges, Li Hua also faced cultural barriers that further complicated his English learning journey. The idiomatic expressions, colloquialisms, and cultural references embedded within the language were often lost on him, as he lacked the deep understanding of the nuances and subtleties that nativespeakers possessed. This disconnect made it difficult for him to engage in natural conversations and fully express himself in the language.Despite these seemingly insurmountable obstacles, Li Hua remained determined to overcome his difficulties and succeed in his English studies. He recognized that proficiency in the language was not only a crucial academic requirement but also a valuable asset in the increasingly globalized world he aspired to navigate.To address his challenges, Li Hua adopted a multifaceted approach to his English learning. He dedicated countless hours to practicing pronunciation, meticulously studying vocabulary, and immersing himself in English-language media such as movies, TV shows, and books. He also sought out opportunities to engage in conversations with native speakers, even if it meant facing the occasional embarrassment of making mistakes.Moreover, Li Hua recognized the importance of seeking help and support from his teachers and peers. He actively participated in English language classes, asking questions and seeking clarification whenever he encountered a concept or skill that eluded him. He also formed study groups with fellow students, collaborating on assignments and practicing conversational skills together.Gradually, Li Hua began to see incremental progress in his English proficiency. He noticed that his vocabulary expanded, his pronunciation improved, and his confidence in expressing himself in the language grew. Though the journey was arduous and filled with setbacks, Li Hua's unwavering determination and resilience eventually paid off.As Li Hua continued to navigate the challenges of learning English, he also discovered the profound benefits that came with mastering the language. He found that his ability to communicate effectively in English opened doors to new academic and professional opportunities, allowing him to engage with a wider range of resources and collaborate with individuals from diverse cultural backgrounds.Moreover, Li Hua's journey in learning English had a profound impact on his personal growth. He developed a deeper appreciation for the richness and diversity of language, and his newfound linguistic skills fostered a greater understanding and empathy for different cultures and perspectives. This, in turn, enriched his worldview and broadened his horizons, ultimately shaping him into a more well-rounded and globally-minded individual.In conclusion, Li Hua's struggles with learning English were a testament to the perseverance and resilience that define hischaracter. Despite the daunting challenges he faced, he remained steadfast in his pursuit of mastering the language, employing a multifaceted approach and seeking support from those around him. Through his unwavering determination and commitment, Li Hua not only overcame his linguistic obstacles but also transformed himself into a more well-rounded and globally-conscious individual. His story serves as an inspiration to others who may be facing similar challenges in their own language learning journeys, reminding them that with dedication and a willingness to embrace the challenges, success is within reach.。

中学教师资格认定考试(高级英语学科知识与教学能力)-试卷29

中学教师资格认定考试(高级英语学科知识与教学能力)-试卷29

中学教师资格认定考试(高级英语学科知识与教学能力)-试卷29(总分:66.00,做题时间:90分钟)一、单项选择题(总题数:20,分数:40.00)1.They plotted the______of the government.A.overturnB.overrunC.overthrow √D.overtake解析:考查名词辨析。

overturn“周转”;overrun“泛滥”;overthrow“推翻”;overtake“承担”。

此处表示他们密谋推翻政府.故选C。

2.If you are entitled to sickness______, you must claim it from your employer.A.budgetB.allowance √C.wageD.income解析:考查名词辨析。

句意为“如果你有病假补贴的话,你应该向老板申请索要”。

claim sth.fromsb.“向某人认领某物/拿某物”。

budget“预算”;allowance“津贴,补贴”;wage“工资,报偿”;income “收入,收益”。

根据句意,故选B。

3.The old lady has developed a______cough which cannot be cured completely in a short time.A.perpetualB.permanentC.chronic √D.sustained解析:考查形容词辨析。

perpetual“永远的,永恒的”;permanent“永久的,持久的”;chronic“长期的,慢性的”;sustained“持续的”。

句意为“这个老妇人患了慢性咳嗽,短期不可能痊愈”。

chronic disease 专指“慢性病”,故选C。

4.Around two o'clock every night, Sue will start talking in her dream. It somewhat______us.A.bothers √B.had botheredC.would botherD.bothered解析:考查动词时态。

安庆师范学院《英语教学理论及方法》考试试题(含答案)

安庆师范学院《英语教学理论及方法》考试试题(含答案)

English Language Teaching Methodology Test(A)I. Multiple Choices (30%)Directions: In this part, you are given fifteen questions or incomplete sentences which are followed by four choices marked A, B, C and D. Read the choices carefully and choose the one which can best answer the question or complete the sentence. Mark the corresponding letter on the Answer Sheet for the objective items (30 points; 2 points each).1. The _________ view of language considers language as a communicative tool, whose main use is to build up and maintain social relations between people.A. structuralB. functionalC. mentalistD. interactional2. The key point of is reflected in his most famous question: if all language is a learned behavior, how can a child produce a sentence that has never been said by others before?A. Skinner’s behaviorist theoryB. Chomsky’s cognitive theoryC. Watson and Raynor’s theory of conditioningD. Hymes’s theory of communicative competence3. Which one of the four aspects included in communicative competence is roughly equivalent to Chomsky’s linguistic competence?A. possibilityB. feasibilityC. appropriatenessD. performance4. Which of the following statement about task-based language teaching is NOT true?A. Students should be given tasks to perform or problems to solve in the classroom.B. Students are task-driven.C. Task-based language teaching is student-centered.D. Task-based language teaching follows the PPP model.5. Which of the following is most suitable for speaking?A. TPR actions.B. Recognizing pictures.C. Information-gap activities.D. Matching pictures with descriptions.6. One of the major principles behind good lesson planning is , which means the contents and the tasks planned for the lesson should be within the capability of the students, following the principle of i+1 principle.A. varietyB. flexibilityC. learnabilityD. linkage7. What's the teacher doing by saying ―Anything else?‖, when a student finishes with a very short answer?A. Controlling discipline.B. Giving prompts.C. Evaluating students' work.D. Directing students’ attention to the lesson.8.Considering our English learning context, our realistic goals of teaching pronunciation should include the following except .A. consistencyB. intelligibilityC. communicative efficiencyD. native-like pronunciation9. The role of the teacher changes following the aims of the class. The teacher may function more as a if he is mainly doing presentation of new language points, whereas he is more of a resource or prompter or participant once a communicative activity starts.A. controllerB. resource-providerC. participantD. organizer10. Which of the following assumptions about vocabulary is NOT true?A. A vocabulary item can be more than one word.B. Both teachers and students need to know that there is a difference between activeand passive vocabulary.C. Words can be taught and learned most effectively in groups of words that are related to each other in meaning.D.The best way to explain vocabulary is to translate.11. Which of the following statements about listening is NOT true?A. Lack of background knowledge constitutes one of the main factors affectingistening.B.Students need to be comfortable with some ambiguity in listening and realize thatthey can still learn even when they do not understand every single word.C.Teaching listening should focus on the process of listening rather than the resultof listening.D.Since listening is a kind of receptive skills, it is a passive skill.12. The fact that speech is spontaneous means that that it is full of false starts, brokengrammar, , short phrases, hesitation and fillers, etc.A. complete sentencesB. repetitionsC. formal languageD. complex vocabulary13. Which of the following statements about reading is NOT true?A. We need to read and understand all the words in order to understand a text.B.Reading is a silent activity. Reading aloud does not help understanding.C.Reading with a purpose will be most effective.D.The lack of cultural knowledge may affect the rate of reading comprehension.14. The deductive method for teaching grammar is often criticized for the followingreasons except .A. It teaches grammar in an isolated way.B. Little attention is paid to meaning.C. The practice is often mechanical.D. It could save time when students are confronted with a grammar rule which iscomplex but which has to be learned.15. Which of the following statements about assessment if NOT true?A. Assessment implies evaluation based on a collection of information about whatstudents know and can do.B. Testing is part of assessment, but it is only one means of gathering informationabout a student.C. Individual-reference assessment is based on how well the learner is performingrelative to his or her own previous performance, or relative to an estimate of his or her individual ability.D. Assessment is to find out the students’ we akness.III. True or False (30%)Directions:In this part, you are given thirty statements about English teaching.Read these statements carefully and decide whether they are true or false. Mark “A” for “True”, “B” for “False” on the Answer Sheet for the objective items (30 points; 1 points each).16.One question that all approaches of language teaching should answer is ―Whatis language?‖The answer to this question is the basis for syllabus design, teaching methods, teaching procedures in the classroom, and even the techniques used in the class.nguage acquisition is a subconscious process where language is acquired as aresult of natural and largely random exposure to language.18.The behaviorist theory of language learning was initiated by behavioralpsychologist Skinner. Based on the theory of conditioning, Skinner suggestedlanguage is also a form of behavior. It can be learned the same way as an animal is trained to respond to stimuli.19.The goal of Communicative Language teaching is to develop students’linguistic competence.20.C ommunicative competence entails knowing not only the language code or theform of language, but also what to say to whom and how to say it appropriately in any given situation.21.The role of the teacher changes following the aims of the class. The teachermay function more as a controller if he is mainly doing presentation of new language points, whereas he is more of a resource or prompter or participant once a communicative activity starts.22.Speech flow, such as stress, intonation, pauses, etc. can help to convey themeaning that is intended by the speaker. They should be taught from the very beginning.23.There are two methods in teaching grammar: the deductive method and theinductive method. The former starts with real examples, and through a study of the examples comes to the grammar rule that is suggested in the examples.The latter starts with the presentation of the grammar rules first and then processes to the study of illustrative examples.24.Receptive words refer to those which are not only understood in listening andreading, but also produced readily in speech and writing, esp. those used in everyday speech.25.The purpose of pre-listening activities is to activate the students’schema, inother words, to add context, so that the actual listening itself becomes easier. 26.At the early stage of the PPP model more focus should be laid on accuracywhereas at the later stage, fluency becomes the focus of teaching. 27.Efficient reading depends first of all on having a purpose for reading, i.e.,knowing why you are reading a text. The purpose will usually determine what specific information you are going to look for and the appropriate type of reading skills to be used.28.The bottom-up model of teaching reading reflects the belief that one’sbackground knowledge plays a more important role than new words and new structures in reading comprehension.29.The purpose of pre-reading is to facilitate while-reading activities. This stageof reading is often called Lead-in, where the students and teacher prepare themselves for the tasks and familiarize themselves with the topic of the reading exercises.30.The way to transfer information from one form to another is called a transitiondevice. Pictures, drawings maps, tables, diagrams and charts, etc. are some transition devices that are often used in teaching reading.31.In order to motivate students, we should advocate authentic writing tasks thathave some communicative elements. 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 an intended audience.32.Norm-referenced language assessment is based on a fixed standard or a setcriterion.33.The teaching of pronunciation should focus on the students’ ability to identifyand produce English sounds themselves. Students should not be led to focus on reading and writing phonetic transcripts of words, especially young students, because phonetic transcripts are more abstract and less meaningful.34.The Communicative Approach lays emphasis on developing the communicativecompetence. It takes into great consideration the need of the students—what to teach is based on consideration of what language the learners would most likely use to communicate in the foreign language.35.The more communicative an activity is, the less the control that is needed.36.When a communicative activities starts, the teacher is left nothing to do, sincenon-teacher-intervention is important in a genuine communicative activity.He can sit in front of the class and do some private reading until the time is up.37.It is believed that the inductive method for teaching grammar is more effectivein that students discover the grammar rules themselves while engaged in language use.38.One way to make speaking tasks communicative is to use information gapactivities, in which the students have different information and they need to obtain information from each other in order to finish a task.39.The process approach to writing does not only pay attention to what students dowhile they are writing, it also attaches great importance to what the students do before they start writing and after they finish writing.40.Discourse features include aspects such as: the way the text is organized, itslayout, the style of the language and the register.41.Integration of the four skills is concerned with realistic communication. Thismeans that we are teaching at the discourse level, not just at the level of the sentences or individual words and phrases.42.During a communicative activity, whenever a teacher finds a mistake, no matterin what sense, grammatical or cultural or any other aspect, he should stop the student and correct it.43.In Hymes’s words, there are ―rules of use without which the rules of gramm arwould be useless‖, which simply means, besides grammatical rules, languageuse is governed by rules of use.44.One of the major principles behind good lesson planning is flexibility, whichmeans planning to use a number of different methods and techniques rather than being a slave to one methodology.45.An important feature of today’s language classroom is that students do notalways study as one big group. Rather, for much of the class time, students are broken down to groups of different sizes. The most common student groupings are lockstep, pair work, group work, and individual work.III. Short Answer Questions (15%)Directions: In this part, there are two questions about English teaching. Choose ONE of them and write down your answers in brief. You will be assessed in the points you present and the way you present them (15 points).1. In what ways is role-play valuable in a language classroom? Which stages doesrole play usually have?2. What are the reasons for using group work in the language teaching classroom,especially in speaking tasks?IV. Lesson Planning (25%)Direction:Suppose you are to teach a class of 30 senior middle school students. Design an outline lesson plan of the first 45-minute period for the reading text given. Make sure you include clear objectives, organization type, reasonable procedure (stages and steps), assumed time, detailed instructions, teaching aids, etc. (25 points).安庆师范学院2005—2006学年度第二学期期末考试《英语教学理论及方法》(A卷)主观题答题纸院系班级姓名学号□□□□□□□注意事项1. 本试卷共四大题, 第I 、II大题做在客观题答题卡上,第III 、IV大题做在此答题纸上;客观题答题卡上准考证号码为00+学号,如,001203001。

最新英语教学术语库

最新英语教学术语库

英语教学术语库Introduction to Online Courses导论adapt/adaptation 改编advancement 前进,进步aim 总目标,教学的基本目的alternative 可供选择的applied linguistics 应用语言学approach 教学路子,教学方针assessment 评估attitude 态度audio material 听力材料autonomy 自主,独立awareness 意识bank 语料库classroom management 课堂组织.....collaboration 合作common core 语言共核common sense 常识communication 交际communicative skills 交际技能conceptualize 概念化constructivism 构建主义course content 课程内容cultivate independence 培养独立性custom-built 定制的demonstrate 示范design 设计domain 领域educational experiment 教育实验ELT=English Language Teaching 英语教学evaluation 评价explicit 显形的expertise 专业性,专业知识或技能exploration 探索facilitate 帮助,减少困难feedback 反馈fringe approach 边缘方法,非主流方法general proficiency 综合水平glossary 术语表implicit 隐性的individualized teaching 因材施教information access 得到信息的便利条件in-service training 在职培训insight 见解integrate 结合interest 兴趣intuition 本能issue 问题,议题justify 表明(某人/某事)是正当的learner-centered 以学生为中心的learning effect 学习效果language form 语言形式lesson planning 备课life enhancing 终生有益的linguistic competence 语言能力menu 菜单methodology 教学法methods 教学方法modular structure 由独立单元组成的,可供学生选修的模式motivation 动机multi-perspective 多视角的normal pattern 常规模式objective 具体教学目标operation 操作outside classroom activity 课外活动overlap 重叠pedagogical skill 教学技能policy making 决策practical training 实用的训练practicing teacher 在职教师pre-service training 职前培训principle 原则prior knowledge 已有知识privacy 私下process 过程processor 加工人/器product 产品professionalism 专业技能,职业特性qualification 资格,资历rationale 理论基础recycling 循环reflection 反思relaxing environment 轻松的环境research method 研究方法research projects 科研项目resource sharing 资源共享self-contained 独立的situated learning 有情景的学习skill-getting 获得技能skill-using 使用技能strategies 策略subject 科目Suggestopedia 暗示法supervise 监控,指导syllabus 大纲target language 目的语target user 用户teacher education 教师专业教育teacher training 教师(技能)培训teacher-trainer 培训者teaching aids 教具technical terms 术语technique 技术TEFL=Teaching English as a Foreign Language 英语作为外语的教学法testing 测试The Silent Way 沉默法trainee 受训者trend 倾向tutorial 指导课unknown area 未知领域user-friendly 便于使用的user-orientated 为使用者专门设计的visual material 视觉教材web site 网址web-based instruction 网络教学well-developed 发达的The Teaching of Phonetics语音教学1. allophonic : 音位变体的,语音变体的。

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KNOWLEDGE BASED APPROACH TO CONSONANT RECOGNITIONA. SamouelianDepartment of Electrical and Computer Engineering, University of Wollongong, Northfields Avenue, Wollongong, NSW 2522, Australia.ara@.auABSTRACTThis paper presents a knowledge based approach to consonant recognition. In traditional knowledge based systems, the expert is the linguist/phonetician who attempts to describe and quantify the acoustic events, in the form of production rules into phonetic description. This paper proposes to alter the expert's role so that the expert only needs to provide the basic structure of the phonetic classification. The knowledge itself can then be induced from examples in the agreed structure. Thus the acoustic-phonetic rules are moved from the expert's head to the machine memory via the language of examples rather than via the language of explicit articulation. Recognition results on three broad phonetic classes, namely plosives, semi_vowels and nasals, for a combination of feature sets, for speaker dependent and independent recognition, are presented.1.INTRODUCTIONOne of the major difficulties in automatic speech recognition (ASR) is the extreme variability of the speech signal at the speaker and acoustic-phonetic level. Pattern recognition approaches can handle this variability to some extend by being data driven, but generally ignore acoustic-phonetic features. The use of knowledge/rule based approach to continuous speech recognition has been proposed by several researchers and applied to speech recognition [1], spectrogram reading [2, 3] and speech understanding systems [4]. In general, the production rules are in the form of IF condition THEN action. In speech recognition, there is always the need to generate additional rules to handle exceptions. Very quickly, the number and complexity of the rules increases to such an extent that it is very difficult, for human experts, to generate heuristically, a large number of interrelated rules, from empirical linguistic knowledge or from the observations of the speech data. To overcome this problem, Aikawa [5] proposes an automatic rule generation approach for rule-based consonant discrimination. The rules are generated automatically from the database.Inductive systems have been widely used for collection of classification knowledge from large databases and collections of examples. The essence of induction is to use___________________This work was carried out at the Speech Technology Research Laboratory, Department of Electrical Engineering, The University of Sydney.a known set of examples to a theory that explains both these examples and, hopefully, other unseen examples as well [6]. Since the most successful recognition systems are data driven, where the structure and characteristics of the speech signal is captured implicitly from the training data, this paper proposes a data driven knowledge-based approach to consonant recognition in continuous speech. The system is based on automatic generation of production rules from examination of hand segmented and labelled database by the use of an induction system (C4.5) [7]. The approach is based on two assumptions. First, it assumes that data driven methodology is the way to solve the problem of inter and intra speaker speech variability. Second, it assumes that inductive learning has the ability to generalise the characteristics of the speech signal explicitly from the database.The motivation here is to develop a flexible ASR system that allows the generation of production rules from any number of different feature combinations, including traditional acoustic-phonetics, speech specific or spectrally based features or parameters.Section 2 introduces the training and recognition strategy. Recognition results for a relatively small database are presented for the consonant class recognition in section 3. The performance evaluation of the recognizer using four different feature extraction modules are shown in section 4. Section 5 discusses the advantages of inductive systems for speech recognition with section 6 concluding this paper.2.TRAINING AND RECOGNITION STRATEGY 2.1 DatabaseThe speech database consisted of 195 Australian accented English phrases and included all the permissible sounds of the language in all possible combinations by class. The phrases were collected from two females and one male speaker, each reading the phrases from prepared text, only once. The phrases were devised and collected by National Acoustic Laboratories as part of the GLASS project. The recordings were made in an anechoic room. The speech was sampled at 40 kHz, and digitised into 16-bit samples. The speech was down sampled to 16 kHz for final analysis by the feature extraction modules. The database was hand segmented and phonetically labelled by The University of Sydney as part of the same project. Table 1 shows the classification of the speakers in the database.Table 1. The classification of the speakers in the database.The consonant classes of plosives , semi_vowels and nasals were selected for investigation since these tend to be more difficult to recognize. Table 2 shows the number of phonetic class tokens for each speaker. These tokens are according to the hand labelled transcription by the phonetician.Table 2. Number of phonetic class tokens for each speaker.2.2 TrainingA block schematic of the training and recognition strategy is shown in Figure 1. Four different feature extraction modules have been used to train and test the recognition system.The first feature extraction module (MFCC) generates MFCC coefficients. The second module (DCT) is an auditory front end [8] based on the Generalised Synchrony Detector (GSD)proposed by Seneff [9] and modified so that the synchrony output is transformed by Discrete Cosine Transform (DCT)function to produce a set of coefficients similar to MFCC.Both of these modules generate 12 MFCC/DCT, 12 delta MFCC/DCT and an energy term. The third modules(TRAJ) extracts formant and formant transition informationfrom the output of the auditory model. The final module (FEATURE) extracts from the speech signal, various time domain features such as root mean square (rms), maximum amplitude, zero crossing rate, voicing, energy, envelope, AC peak to peak, difference between maximum and minimum values in the positive and negative halves of the signal and auto-correlation peak. Modules 1 and 4 extract features in the time domain, while modules 2 and 3 extract features from the auditory model in the frequency domain.The feature extraction framework allows the collection of attributes used to describe the phonetic class. These attributes are of two kinds: those whose possible values form a small discrete set, and those whose values were real numbers. For example, the value of attribute F1 trajectory can have values in R, L, F indicating rising, level and falling F1 trajectory,while the value of F1 can be any (positive) real number.Attributes of either kind may have unknown values for a particular phonetic class, and these are designated with a question mark (?).During the training phase, the feature extraction framework extracts features or parameters from the continuous speech on a frame by frame basis. The time aligned phonetically labelled files are then used to associate each frame with its corresponding label and generate a training data file. This data file is constructed on the basis of the training samples, which contain labelled examples in the form (X,α), where X is a feature vector and α is the corresponding class.This data file is then used by the C4.5 program to generate a decision tree.Table 3 shows the feature set for the four different feature extraction modules, namely MFCC, DCT, FEATURE and TRAJ that were used to test the recognition system.Recognition PhaseFigure 1. Block schematic of training and recognition strategyTable 3. The feature set used in the various featureextraction modules.2.3 RecognitionThe recognition was performed at the frame level and the performance was evaluated by comparing each classified frame against the reference frame derived from the hand labelled data. This procedure allowed the correct identification of substitutions and insertions per frame. An inference engine (written in Prolog) was used to execute the decision tree [10].2.4 Combination of FeaturesTo evaluate the significance of the features combinations in improving or degrading the recognition performance, the features initially selected for the TRAJ module were augmented with a selection of features from the FEATURE module. This resulted in four new feature modules, namely t1_TRAJ, t2_TRAJ, t3_TRAJ and t4_TRAJ. Table 4 shows the combination of features used for each variation on TRAJ.3.RECOGNITION RESULTSTables 5 and 6 show the overall performance, for speakerTable 4. The combination of feature set used forvariations on TRAJ feature extraction module.dependent and independent recognitions respectively, for speakers 1, 2 & 3 in % correct, for the various feature extraction modules. For speaker dependent recognition, the system was trained and tested on the same speaker, while for speaker independent recognition, the system was trained on one speaker and tested on the other two in turn.Table 5. Speaker dependent recognition results, for consonant class recognition, for various feature extraction modules,for speakers 1, 2 & 3 .Table 6. Speaker independent recognition results, for consonant class recognition, for various feature extraction modules,for speakers 1, 2 & 3.Tables 7 and 8 show the overall performance, for speaker dependent and independent recognitions respectively, for speakers 1, 2 & 3 in % correct, for the variations on TRAJ feature extraction module.Table 7. Speaker dependent recognition results, for consonant class recognition, for variations on TRAJ feature extractionmodule, for speakers 1, 2 & 3 .Table 8. Speaker independent recognition results, for consonant class recognition, for variations on TRAJ feature extractionmodule, for speakers 1, 2 & 3 .4.PERFORMANCE EVALUATIONThe implementation of the proposed approach was evaluated at the speech frame level, on a relatively small corpora of Australian accented English database. Across the three speakers (2 Females and 1 Male), this approach produced an average consonant class recognition accuracy, for the speaker dependent mode in the range of 80.0% to 94.8%, and for the speaker independent mode in the range of 61.0% to 69.0%, depending on the feature extraction module. For speaker dependent recognition, the best performing features were MFCC and DCT, with an average recognition rate of between 94% to 95.3% between the three consonant classes. The average recognition rate between all of the feature extraction modules was between 87% to 90.1%. For the speaker independent recognition, the best performing feature was FEATURE, with an average recognition rate of between 62.0%-76.3%. The average recognition rate between all of the feature extraction modules was between 51.5% to 76%.It can be seen from table 7 that the performance of the recognizer for the speaker dependent mode can be improved by the choice of the feature combinations. By the inclusion of features zcr and rms, a minimum recognition improvement of 10% (plosives) and 9% (semi_vowels) was achieved. By th einclusion of a further two features, envelope and auto_peak, the recognition improved by a further 1-2% (plosives), 4-5% (semi_vowels) and 9% (nasals). Similar performance improvements were obtained for speaker independent mode as can be seen from table 8.The performance evaluation indicates that for speaker dependent recognition, spectrally based features such as MFCC and DCT coefficients perform better than the features based on acoustic-phonetics. This may be due to the fact that these features were probably not optimum for the task on hand. For speaker independent recognition, the performance of all the feature modules were similar. One possible explanation may be that since each decision tree was trained on a single speaker and tested on the other two, the decision tree could not be classified to be truly speaker independent. The performance results also indicate that the feature combination does play a significant role in improving the recognition accuracy.5.DISCUSSIONTraditional knowledge/rule based ASR systems rely on the expert to describe and quantify the acoustic events, in the form of production rules into phonetic description. The data driven rule based approach using inductive learning from examples helps to eliminate the bottle-neck in transferring knowledge from the expert to the system developer. In addition, inductive learning can quantify from the parameters a set of rules that can reliably identify a class of sound. A further advantage is that a large database can be used to extract the knowledge automatically and generate a decision tree which is derived according to the parameters or features that provide most information about a classification. Thus only those parameters are used as discriminating features. This also helps to optimise the size of the feature set that needs to be extracted.6.CONCLUSIONThis paper demonstrated a data-driven knowledge/rule based approach to broad consonant classification, namely plosives, semi_vowels and nasals, for a combination of feature sets using inductive learning to generate the production rules in the form of decision trees and an inference engine to classify the firing of the rules. The experimental results indicate the ability of this approach to solve the problem of inter and intra speaker speech variability by the use of a large speech database, and the ability to generate decision trees using any combination of features (parametric or acoustic-phonetic). This paves the way for the true integration of features from existing signal processing techniques that have proven to produce good results in stochastic modelling with acoustic-phonetic features, including the incorporation of speech specific knowledge into the decision tree.7.REFERENCES[1] Bulot, R. and Nocera, P., "Explicit Knowledge and Neural Networks for Speech Recognition", Eurospeech 89, Paris, France, Vol. 2, pp. 533-536, September 1989.[2] Komori, Y., Hatazaki, K., Tanaka, T., Kawabata, T. and Shikano, K., "Phoneme Recognition Expert System Using Spectrogram Reading Knowledge and Neural Networks", Eurospeech 89, Paris, France, Vol. 2, pp. 549-552, September 1989.[3] Zue, V. W. and Lamel, L. F. "An Expert Spectrogram Reader: A Knowledge-Based Approach to Speech Recognition", Proc. IEEE Int. Conf. Acoust., Speech, Signal Processing, Tokyo, Japan, pp. 1197-1200, April 1986.[4] De Mori, R. and Kuhn, R., "Speech Understanding Strategies Based on String Classification Trees", Proc. ICSLP 92, Vol. 1, pp. 441-459, Canada, 1992.[5] Aikawa, K., "Automatic Generation of Consonant Discrimination Rules", Proc. IEEE Int. Conf. Acoust., Speech, Signal Processing, Tokyo, Japan, pp. 2755-2758, April 1986 [6] Quinlan, J. R., "Discovering Rules by Induction from Large Collections of Examples", Machine Learning, Vol. 1, No. 1, 1979.[7] Quinlan, J. R., "Induction of Decision Trees", in Expert Systems in Micro Electronic Age, D. Mitchie, ed. Edinburgh: Edinburgh University Press, 1986.[8] Samouelian, A., "Speech Recognition Front-End Using Auditory Model", Int. Conf. on Signal Proc. '90, Beijing, China, pp 337-340, October, 1990.[9] Seneff, S., "A Joint Synchrony/Mean Rate Model of Auditory Speech processing", Journal of Phonetics, Vol. 16, No. 1, pp77-91, 1988.[10]Horn K. A., "RD-ID3: A System for Knowledge Acquisition and maintenance Employing Induction with Ripple Down Rules", OTC Technical Report, OTC R&D, December, 1991.。

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