鲁子问《英语教学论(英文版)》章节题库-Process of English Teaching in
《英语教学论》练习测试题库
华中师范大学网络教育学院《英语教学论》练习测试题库及参考答案题型判断正误填空名词解释简答论述分值2020103020每小题分值1253*5, 5*320每套题题量2010281总题量804010405答题时间2020103020判断题1. Language is a logical system.nguage is capable of producing new forms and meanings.3.Minimal pairs are pairs of words that differ only in one sound.4.The ways in which words follow one another and are related to one another is called the syntagmatic dimension of language, the dimension of “chaining” or “sequencing”.5.In general, a rising intonation is seen as being more impolite that a falling one.6.Conscious knowledge of rules does not help acquisition according to Krashen.7.The goal of foreign language teaching is to produce over-users of monitor.8.Krashen believes that adults are better language learners, while children are better language acquirers.9.For Krashen, the affective filter is the principal source of individual difference in second language acquisition.10.The natural order hypothesis is presumed by Krashen to be the result of the learned system, operating free of conscious grammar.11.One function of a language can only be expressed by one structure.12. A normal lesson should have the all the stages discussed in this unit and the stages should be in fixed order.ually a lesson should focus on practicing one single skill so that the students can develop that skill successfully.14.The stages of a lesson overlap.15.At each stage of the lesson, activities focus on all four skills.16.Lesson plans are useful only before the lesson.17.If the teacher uses the same techniques, some students may not have the chance to learn in the way that suits them best.18.There is no one absolutely correct way to draw up a lesson plan and each teacher will decide what suits him or her best, but all good lesson plans give a clear picture of what the teacher intends to do in the lesson. 19.In order to keep students interested in learning English it is important to include a variety of activities and techniques in the lesson.20.It is enough to introduce a range of different activities into a lesson to keep the students interested in learning English.21. A real good lesson plan should be long and complicated with detailed lesson notes.22.Time can be saved by deciding on a format which suits you and then keeping a pile of blanks.23.All good lesson plans give a clear picture of what the teacher intends to do in the lesson.24.Writing a comment after each lesson is a useful habit for a teacher to get into.25.It is accepted by most experts of foreign language teaching that the Grammar-Translation Method originated from the 16th century.26.Until the 16th century Latin was taught through active use of speech and written text without grammar analysis.27.The theory of language underlying the Grammar-Translation Method was derived from Comparative Historical Linguistics.28.The theory of learning underlying the Grammar-Translation Method was Faculty Psychology. The Faculty Psychologists believed that the mind of human beings had various faculties which could be trained separately.29.In a grammar-translation method classroom, reading and writing are the major focus; little or no systematic attention is paid to speaking or listening, because literary language is considered superior to spoken language and is therefore the language students should study.30.The most obvious characteristics of the Communicative Approach is that almost everything that is done is done with a communicative intent.31.Feedback refers to any information which provides a report on the result of communication which takes place not only between the listener and the speaker.32.Learning is more effective when the learners are actively involved in the learning process.33.With regard to syllabus design, the Communicative Approach emphasizes topics.34.Today both language teaching experts and classroom teachers agree that the communicative approach is the best.35.The Total Physical Response method emphasizes comprehension and the use of physical actions to teacha foreign language at an introductory level.36.The Silent Way is based on the premise that the students should be silent as much as possible in the classroom.37.In practice, Community Language Learning is most often used in the teaching of writing skill and the course progression is topic based.38. A suggestopadia course is conducted in a classroom in which students are as comfortable as possible.39.The Silent Way, Community Language Learning, and Suggestopaedia all lay emphasis on the individual and on personal learning strategies.40.The vowel is produced without (or with little) restriction during its production and is always voiced.41.Vowels are formed mainly by the position of the tongue and, secondarily, by the shape of the lips and movement of the jaw.42.Consonants vary depending on where and how the air stream gets through, the place and movement of the tongue, and also whether the voice is used or not.43. A phoneme is the smallest distinctive sound unit, incapable of change in different phonetic environments.44.The back-chaining technique means the students repeat a sentence after the teacher, starting from the end part of the sentence and moving towards the beginning.45.Of the two types of sentence stress, sense stress shows contrast, while logical stress shows meaning.46.Pitch is produced by frequency of vibration of the vocal cords. The higher the frequency, the higher the pitch.ually low key is used for emphasis and contrast; mid key indicates an expected, neutral attitude; and low key provides low information.48.Of the four possible tune movements, high fall is used for statements and wh-questions; high rise is usedfor questions asking for repetition of something; low rise is for yes/no questions, etc. and fall rise is for corrections and polite contradictions.49.The most powerful signal of stress is a change of pitch on the vowel.50.Syllables are short when they are stressed.51.Techniques for grouping items of vocabulary fall into three general categories: semantic fields, phonological sets and grammatical sets. Grouping items related by topics, for example, types of fruit, belongs to the semantic fields.52.Metaphor is a way of talking about one thing in terms of another. It is a device for creating and extending meaning.53.The relationship between the spoken and written word is identical in English.54.Semantization means that every new word should be presented in such a way that its meaning becomes clear to the learner.55.Verbal presentation of new words means that the meaning of a second language word is demonstrated through concrete objects, visual aids, or through mime and acting.56.An exercise with heterogeneity gives no opportunity for the really advanced students to exercise their capacity.57.An exercise with heterogeneity can also have a positive effect on learner attitude and motivation. It provides an opportunity for the teacher to give slower or less confident students the approval and encouragement they need.58.In the “language awareness” exercise, the statement “The baby’s crying” informs about a third person’s whereabouts.59.In Hammer’s five-step model, the purpose of “elicitation” is to provide the teacher with feed back as to what to do next.60.The aim of the practice stage is to cause the learners to absorb the structure thoroughly.61.If we ask the class to listen and we ask the questions afterwards, we are helping them improve their listening skill indeed.62.An important part of the skill of listening is being able to predict what the speaker is going to say next63.In an English class we are usually concerned with casual listening.64.It is important for the teacher to show students how easy it is to understand something from authentic materials rather than how difficult it is to understand everything.65.Students almost always enjoy listening to stories.66.If the teacher were talking too much in class the students would not be learning.67.Listening activities can only be conducted with the whole class.68.When the students listen to recorded materials there is very little opportunity for immediate interaction.69.Silent reading involves looking at the text and saying the words silently to yourself.70.There are no major differences between how one reads in one’s mother tongue and how one reads in a foreign language.71.To understand a word, you have to read all the letters in it; to understand a sentence you have to read all the words in it.72.The teacher can help the students to read a text by reading it aloud while they follow in their books.73.Normally when we read our eyes flick backwards and forwards over the text74.In order to understand a text well, it is absolutely necessary to understand every word in the first place.75.Authentic materials can only be used in the classroom for beginners.76.Texts are usually used in English classes for two main purposes: as a way of developing readingcomprehension and as a way of learning new language.77.Through reading the students not only learn new language, but also develop their reading skills.78.When the readers read to get the general picture, only the main points are what they are interested in, not the detail.79.Planned conversations usually degenerate into silence or involve only a small number of students.80.If the chosen topic for a conversation lesson is too general it will not excite the students, if it is too specific some students will be interested, and others not.判断题答案1.F2.T3.T4.T5.F6.T7.F8.T9.T10.F11.F12.F13.F14.T15.F2.16.F17.T18.T19.T20.F21.F22.T23.T24.T25.F26.T27.T28.T29.T30.T31.T32.T33.F34.F35.T36.F37.F38.T39.T40.T41.T42.T43.F44.T45.F46.T47.F48.T49.T50.F51.T52.T53.F54.T55.F56.F 57.T 58. F59.T 60.T61.F62.T63.F64.T65.T66.F67.F68.T69.F70.F71.F72.F73.T74.F75.F76.T77.T78.T79.T80.T填空题1. Language teaching involves three main disciplines. They are linguistics, psychology and ____.2.Linguistics is the study of language as a system of human ____.3.Psycholinguistics is the study of the mental processes that a person uses in producing and understanding language, and how humans learn ____.4._____ is the study of second and foreign language teaching and learning.5.Sociology is the study of language in relation to ____, such as social class, educational level and so on.6.At a macro level, society and community influence classroom teaching ____.7.The making of foreign language education policy must take into consideration the ____ and educational situation of the country.8.The goals for secondary education are ____ from those for higher education.9.Syllabus determines teaching aims, objectives, contents and ____.10.Teaching materials should agree with or reflect the teaching ____, aims, objectives and teaching methods.11.The ____ approach to language study is concerned with language as an instrument of social interaction rather than as a system that is viewed in isolation.12.The ____ approach to language is to see it in terms of the bits and pieces by means of which it is put together.13.The most common word order in English is ____, with other sentence constituents draped around these key parts in various ways.14.According to the functionalists, language has three functions: ____, expressive, and social.15.____ is the study of how words combine to form sentences and the rules which govern the formation of sentences.16.According to Skinner, language behavior can only be studied through observation of the ____ factors.17.According to the behaviorists, all learning takes place through ____.18.Mentalism holds that a human being possesses a mind which has consciousness, ideas, etc., and the mind can influence the ____ of the body.19.The interactionalist’s position is that language develops as a result of the complex ____ between the uniquely human characteristics of the child and the environment in which the child develops.20.Chomsky refers to the child’s innate endowment as ____, a set of principles which are common to all languages.21.If the aim of a lesson is “To learn the names of colours” the lesson may focus on a particular ______ .22.The cardinal rule means _________________ .23.“Knowing English” must mean knowing how to __________ in English.24.The three main things that a learner has to acquire when learning a new structure are the form, meaning and _____ of the structure.25.The attitudinal and emotional factors can be expressed in an item of vocabulary. These are often referred to as ____.26.____ refers to varieties of language defined by their topic and context of use.27.Animal is a super-ordinate term, while cow, horse, pig, dog, cat, etc. are ____.28.There is a lack of consistency between ____ and pronunciation in English.29.Grammar is a description of the ____ of a language and the way in which linguistic units such as words and phrases are combined to produce sentences in the language.30.The emphasis of the product perspective on grammar is on the component parts of the language system, divided up into separate forms. Each form is the ____ of the grammarian’s analysis.31.Process teaching engages learners in ____, formulating their own meanings in contexts over which they have considerable control.32.When we teach grammar as ____, the learner is required to attend to grammar, while working on tasks which retain an emphasis on language use.33.The complex form-function relationship is not a simplified, a one-to-one ____.34.________ are represented by phonetic symbols because there is no one-to-one correspondence between written letters and spoken sounds.35.________ is often described as the music of speech—the way the voice goes up and down as we speak.36.Most contributors to the Communicative Approach share the view that language is used for communication and are more concerned with meaning than with ____________.37.At one time ______________ was called Classical Method since it was first used in the teaching of the classical languages of Latin and Greek.38.When we use the word __________________ we mean that an idea or theory is being applied: that whatever the teacher does, certain theoretical principles are always borne in mind.39. A __________________ is a set of procedures or a collection of techniques used in a systematic way which it is hoped will result in efficient learning.40.The three major causes for errors are: mother tongue interference, ______________________, and inappropriate teaching materials or methods.填空题答案1.pedagogymunicationnguage4.Applied linguistics5.social factors6.indirectly7.economic8.different9.methods10.principles11.functional12.structural13.SVO14.descriptive15.Syntax16.external17.habit formation18.behavior19.interplay20.universal grammar21.topic 22.one thing at a municatee25.connotation or affective meaning26.Register27.hyponyms28.spelling29.structure30.product nguage use 32.skill33.correspondence, or: relationship34.Sounds35.Intonation36.structure37.the grammar-translation method38.approach39.method40.overgeneralization名词解释题目1.Approach2.technique3.method4.methodology5.sociolinguistics6.SR-model7.phoneme8.casual listening9.The Audiolingual Method10.The Communicative Approach名词解释答案1. When we use the word approach we mean that an idea or theory is being applied: that whatever the teacher does, certain theoretical principles are always borne in mind.2. When we talk about a technique, we mean a procedure used in the classroom. Techniques are the tricks in classroom teaching.3. A method is a set of procedures or a collection of techniques used in a systematic way which it is hoped will result in efficient learning.4. Methodology is the principle and techniques of teaching with no necessary reference to linguistics.5. Sociolinguistics is the study of language in relation to social factors, that is, social class, educational level and type of education, age, sex, ethic origin, etc.6. SR-model refers to a connection which is established between a stimulus or stimulus situation (s) and the organism’s response (R) to this stimulus.7. A phoneme is the smallest distinctive sound unit or minimum unit of distinctive sound feature.8. When we listen with no particular purpose in mind, and without much concentration, the kind of listening is called casual listening.9. The Audiolingual Method is a method of foreign or second language teaching which emphasizes the teaching of speaking and listening before reading and writing.10. The Communicative Approach is an approach to foreign or second language teaching which emphasizes that the goal of language learning is communicative competence.简答题1.How do you understand the difference between approach, method, and technique?2.What are the three views of language that support popular foreign language teaching?3.What are the elements with which a method is concerned?4.What are the points of concern of methodology?5.Apart from a mastery of a foreign language, what other knowledge should a foreign language teacherhave in order to do his/her job well?6.In what sense can an understanding of the context of education contribute to language teaching andlearning?7.Why do we say assessment has great backwash effects on foreign language teaching and learning?8.What is the difference between Skinner’s behaviorism and Chomsky’s mentalism?9.Does Krashen’s theory of second language acquisition begin with theories, or with data?10.What is the role of formal learning according to the monitor hypothesis?11.According to Krashen, there is only one way for human to acquire language. What is it?12.What is the function of the affective filter?13. What are some of the main stages of a lesson?14. What is the focus of a Grammar-Translation classroom?15. What language skills are emphasized by the Grammar-translation Method?16. What are the main techniques used in a Grammar-Translation classroom?17. What specific aspects does communicative competence include?18. What language skills are emphasized by the Direct Method?19. How should language rules be learned according to the Direct Method?20. Why is first language forbidden in a Direct Method classroom?21. How can we describe the main proficiency goal of the teaching and learning of pronunciation?22. What kind of words tend to be stressed, and what kind of words tend to be unstressed?23. Why should we teach pronunciation and intonation in context?24. What are the two functions of intonation?25. What are the techniques which you can use to teach intonation in a meaningful way?26. What kind of knowledge do you need to have if you say you know a word?27. What are the three main forms of word building in English?28. How do you decide whether a word should enter the students’ active or passive vocabulary?29. What are the six principles to remember when presenting new vocabulary in class?30. What tricks can a teacher teach his students to use to memorize vocabulary?31. What is the relationship between the grammatical forms of a language and their communicativefunctions?32. What are the three different views on grammar teaching?33. What is the major difference between deductive learning of grammar and inductive learning ofgrammar?34. What are the two objectives in presenting a new structural item?35. What are the factors that contribute to successful practice of grammar?36. Why is listening important in learning English?37. What’s the difference between casual listening and focused listening?38. What are some of the advantages of using a cassette recorder?39. What kind of questions should we ask our students when we want to give them a reason to read?40. Why do we say that reading aloud is not very useful for reading a text in class?简答题答案1.When we use the word approach we mean that an idea or theory is being applied: that whatever the teacher does, certain theoretical principles are always borne in mind. A method is a set of procedures or a collection of techniques used in a systematic way which it is hoped will result in efficient learning. When we talk about a technique, we mean a procedure used in the classroom.A technique then is the narrowest term, meaning one single procedure. A method will consist of a number of techniques, probably arranged in a specific order. The word approach is much more general and has the implication that whatever method or techniques the teacher uses, he does not feel bound by these, but only by the theory in which he believes. If he can find new and better methods or techniques which will fit in with his approach, then he will adopt these.2.They are the structural view; the functional view and the interactional view.3.There are six elements:1.the nature of language;2.the nature of language learning;3.goals and objectives in teaching;4.the type of syllabus to use;5.the role of teachers, and instructional materials; and6.the techniques and procedures to use.4.The points of concern of methodology include:a. the study of the nature of language skills (eg. reading, writing, speaking, listening) and procedures forteaching themb. the study of the preparation of lessons plans, materials, and textbooks for teaching language skillsc. the evaluation and comparison of language teaching methods (eg. the Audiolingual Method)d. such practices, procedures, principles, and beliefs themselves. (Richards, et al, 1985: 177)5.He/she should have some knowledge about the related subjects such as linguistics, psychology and pedagogy. He should also know that a lot of variables influence classroom teaching. Factor like foreign language education policy, the goal of foreign language education, learners, teachers, syllabus, teaching method, teaching materials teaching aids, and assessment and evaluation all influence classroom teaching. If a teacher does not know them he would not be able to teach according to the circumstances and would achieve the best results possible.6.Teaching and learning a foreign language inevitably involves relationships between different aspects of life, and teaching English successfully is not just a question of method. Other things influence English language teaching (ELT) greatly. Refer to the nine variables discussed in the text.7.Both positive and negative backwash effects. Assessment can provide teachers with feedback for lesson planning and remedial work. Students can also get information about their learning and progress, thereforehave a sense of achievement. Through assessment they get to know their problems and areas for further study and improvement. However, inappropriate assessment can cause worries, discourage weak students, emphasis on grades instead of on abilities and competence, etc.8.Where behaviorism ignored the contribution of the child itself in the learning process, mentalism has practically denied that linguistic input and environment play a role in this process, and has generally paid very scant attention to the actual course language development takes.9.Krashen’s theory of second language acquisition begins with theories or assumptions, not with data. He used a deductive method, that is, he set up a number of hypotheses first, then collected information or data to support/refute his hypotheses.10.The monitor hypothesis states that formal learning has only one function, and that is as a “monitor” or “editor” and that learning comes into play only to make changes in the form of our utterance, after it has been produced by the acquired system. Acquisition initiates the speaker’s utterances and is responsible for fluency. Thus the monitor is thought to alter the output of the acquired system before or after the utterance is actually written or spoken, but the utterance is initiated entirely by the acquired system.11.By understanding meaningful messages or comprehensible input; the formula is i + 1.12.According to the affective filter hypothesis, comprehensible input may not be utilized by second language acquirers if there is a “mental block” that prevents them from fully profiting from it. The affective filter acts as a barrier to acquisition: if the filter is “down”, the input reaches the LAD and becomes acquired competence; if the filter is “up”, the input is blocked and does not reach the LAD. Thus “input is the primary causative variable in SLA, affective variables acting to impel or facilitate the delivery of input to the LAD.”13.Here are some of the main stages of a lesson:a.Presentation: The teacher presents new words or structures, gives examples, writes them on the board, etc.b.Practice: Students practice using words or structures in a controlled way. Practice can be oral or written.c.Production: Students use language they have learnt to express themselves more freely. Like practice,production can be oral or written.d.Reading: Students read a text and answer questions or do a simple task.e.Listening: The teacher reads a text or dialogue while the students listen and answer questions, or thestudents listen to the tape.f.Revision: The teacher reviews language learnt in an earlier lesson, to refresh the students’ memories, or asa preparation for a new presentation.<0225>14.The focus of a Grammar-Translation Method is grammar. The process of learning grammar is considered an important means of training mental abilities. The teaching materials are arranged according to the grammatical system.15.Reading and writing are emphasized because literary language is regarded as superior to spoken language and is therefore the language students should study. This emphasis on reading and writing skills also results from the purpose of learning Latin: to read and translate the classical literature of Latin.16.A Grammar-Translation teacher usually uses the following techniques to help realize the course objectives: 1) Reading, 2) Translation, 3) Deductive teaching of grammar, 4) Analysis and comparison, 5) Memorization, 6) Reading comprehension questions, and 7) Written work such as fill-in-the-blanks, using new words to make up sentences, and so on.17.Communicative competence includes:a) knowledge of the grammar and vocabulary of the language,b) knowledge of rules of speaking (eg. knowing how to begin and end conversations, knowing what topics may be talked about in different types of speech events, knowing which address forms should be used with different persons one speak to and in different situations),c) knowing how to use and respond to different types of speech acts, such as requests, apologies, thanks, and invitations,d) knowing how to use language appropriately.18.Conversational skills are emphasized, though the teaching of all four skills is considered important. Reading and writing exercises should be based upon what the students have practiced orally first. Pronunciation is paid attention to from the beginning.19.Language rules are learned inductively through listening and speaking activities. The teacher sets up a few carefully chosen illustrations of a rule and leads the students to discover the relationship of the new elements to others previously learned. Students work out the rule governing those examples. In other words, students have to induce grammatical rules from examples in the text. A language could best be learned by being used actively in the classroom.20.The direct methodologists view foreign language learning as similar to first language acquisition. The learner should try to establish a direct association between language form s and meanings in the target language. Mother tongue is considered as an interfering factor, rather than a reference. In order to develop the students’ ability to communicate in the target language, students should be encouraged to think in the target language. The best method is not to make the learn the rules, but to provide direct practice in speaking and listening。
鲁子问《英语教学论(英文版)》题库-Educational Technology and Resou
Chapter 14 Educational Technology and Resources for English Teaching inSchoolsSection 11. What kind of E-media do you frequently use? What do you take into consideration when you choose it: the effect or convenience? Please give your reasons.Key: I often use the computer since it’s both effective and convenient. On the computer, I can display English songs or audio materials and pictures and even audiovisual films. It’s easy to operate and saves a lot of time. And students can learn better with the pictures and sounds presented.2. Is the instructional media that you use most the most effective one? Please share your experience with your partner.Key: Perhaps not. The teaching aids should be chosen according to the actual needs of students and teaching and there is no need to turn to multi-media if there is no necessity, say, the teacher is to explain a grammar point. Never should too many sounds or pictures be piled together on the screen. They should be organized in order and to the point.Section 21. Is the saying “the more resources, the better” correct? Why?Key: The saying is not correct. The reasons include 1) more resources cause too much burden, which may be too much for students to assimilate at a time; 2) some of the resources may have nothing to do with teaching content and should be eliminated; 3) even if they are all useful for the teaching, they should be filtered since there is a limit of time of each lesson. As long as resources are ordered to the point and can successfully achieve the goal of teaching, they are good enough.2. How can we develop supplementary resources?Key: In order to develop appropriate supplementary resources, we should first analyse the learning contents and find what the gap is between these and the students’learning objectives. We can then develop learning resources in keeping with the language difficulty of the learning contents as well as the learning objectives for students’study of the text, thus accelerating the realization of the learning objectives.。
《英语教学论》试卷
《英语教学论》试卷《英语教学论》试卷转载自：水的谜底转载于：今天 19:09 | 分类：学习库阅读：(0) 评论：(0)《英语教学论》试卷CI Explain the meaning of the following terms: (10%，2×5)1. function2. notion3. motivation4. all-round training5. autonomyII. Match A with B: (5%,1×5)A B1. 文化移入说 a.. Approximative System Model2. 渐进体系说 b. Interlanguage Hypothesis3．过渡语言说 c. Cognitive theory4．认知学说 d. Associative theory5．联结学说 e. Acculturation ModelIII True or False statement. Write “T” for the true statement and “F” for the false on the answer sheet. (20%，1×10)1. Associative learning theory takes place in the human organism through a meaningful process of relating new events or items to already exis ting cognitive concepts or propositions…. ( )2. Cognitive learning theory is similar to associative learning theory. ( )3. S-R theory or Reinforcement Theory is a learning theoryassociated particularly with the American psychologist B.F. Skinner, which explains learning as the formation of associations between responses. ( )4. Learning theories are regarded as a source of creation, a discerning mirror, a basis for research and a principle of application to English teaching. ( )5. Innate Theory or Innatist Hypothesis held by Chomsky and Miller holds that children’s acquisition embodies an interaction between their innate capacity of acquisition and direct experience of environment depend and interact on each other. ( )6. Interlanguage Hypothesis, put up by L. Selinker and others maintains that students use an interlanguage before they have had a good demand of a second language. ( )7. It is S. Krashen who proposed a hypothesis called Output Theory, which states that in second or foreign language learning, for language acquisition to occur, it is necessary for the learners to understand input language which is in large quantities. ( )8. Error analysis can be applied to classroom teaching and the systematic analysis of error and the student’s whole speech act help the learner to recognize the essence of learning. ( )9. General English is the foundation of special English which records scientific and technological literature. ( )10. Needs analysis is widely used to write syllabus and textbooks. A syllabus based on needs analysis consist of two categories, namely, language form and the function of language. ( )IV Fill in the blanks with proper word which best complete the statement. (20% 1×20,)1. There are _____ and _____ need to be considered in selectingmaterial. The former refers to students’ actual needs when they enter society, the latter deals with students’ life-long career development.2. The _____ content refers to the content of the course such as the portrayed figures, stories, activities and situations which are not real. They are purposely _____ by textbook writers.3. Though the original material is _____ than the translated version, it is more difficulty for ______ to understand.4. With ______ characteristics, the chief consideration for compiling rules of the material must include: linguistic environment, ______ of the target language, mutual co-operation between knowledge and speech act and timely effect.5. The system of English teaching ______, as a subsidiary one to a multilevel system of teaching principles, is not isolated. It involves at least ______ aspects.6. One of the seven relations we have to handle skillfully is the _____ between general English and English for ____ purposes.7. ______ refers to the simplified original. It is necessary and essential way toward the _______ original, though unlike the original, it is not genuine, not natural.8. “Doing things through _______” is just latest proposition about the Communicative Approach. However, the exact connotation of the _____ Approach has a strong version and a weak one.9. Hymes and his colleagues believed that language could not exist without social context. According to this belief, _____ proposed a theory of communicative competence, which included ____ respects in terms of both knowledge and ability to use language.10. There are mainly five basic research methods as follows:observation method, survey method, ______method, data reading method, and the method of ____ a research paper.V. Multiple Choice ( 10%, 2×5)Directions: Read the following unfinished statements or questions carefully. For each unfinished statement, five answers marked A, B, C, D and E are given. Choose not less than one answer that you think best completes the statement and write them on the answer sheet.1. When teachers use experimental method to do research, they must be clear about the following variables:A. stimulating variableB. responsive variableC. causal factorD. controlled variableE. testing variable2. Which of the following are included in the Communicative Competence?A. Linguistic/Grammar competenceB. Sociollinguistic competenceC. Discourse competenceD. Performing competenceE. Strategic competence3. Linguistic competence includes the ability ______.A. to tell whether a sentence is grammatical or notB. to understand the internal structure of sentencesC. to understand and produce an infinite number of sentencesD. to detect procedures of teachingE. to detect ambiguity contained in the sentences4. From the viewpoint of teaching methodology, what method ideas were not originated from Noam Chomsky’s theory on language competence and language performance.A. Cognitive ApproachB. Audiolingual MethodC. Translation MethodD. Direct MethodE. Functional Approach5. The characteristics of the Communicative Approach are _______.A. Meaning is of primary importance and contextualization is a basic principle.B. Attempts by learners to communicate with the language are encouraged from the beginning of instruction.C. The new language system will be learned best by struggling to communicate one’s own meaning and by negotiation of meaning through learning from others.D. Activities and strategies for learning are varied according to learner preferences and needs.E. Sequencing of materials is determined by the content, function and meaning that will maintain students’ interest.VI Answer the questions (15%, 3×5)Directions: Give a brief account on each of the following questions and write your answers on the answer sheet.1. What are the common things that successful teachers have? Try to explain the points respectively.2. What are the four basic steps for error analysis?3. What is English textbook?4. What is learner’s affective factor? How should teachers treat it?5. What should be considered when compiling textbooks?VII. Translate the following into Chinese. ( 10%, 2×5)1. In Chinese schools, students in the first place are supposed to have spelling and reading skills trained, with which students are able to pronounce and spell the words according to the symbols of IPA. Four reasons account for this principle.2. The Chinese advocates of IPA notation have proved that those learners who have mastered such notation serving as a guide to accurate pronunciation at early stage can learn faster and better instead of being puzzled by difficult pronunciation while learning.3. None of the FLT methodological schools abroad deny the important role played by the skills of spelling and reading.4. As the spelling system is very irregular with too many expectations in English pronunciation, it is a must to take a certain length of time to be trained in it.5. Language is speech based on a sound system. It demands students to articulate and spell it right on hearing or seeing it.VIII. Wr iting (10%,10×1)Directions: Nowadays, mother tongue can not be found in some new coursebooks. It has become a trend in composing new coursebooks. What’s your opinion about it? Please write an article of about 150 words to express your point of view as an in-service English teacher in China. Do remember to write a title for your article.javascript:window.top.space_addItem(13,5329,0,0,150,700,0);英语教学论考试与答案1: [判断题] In principle, any grammatical structure or vocabulary item maybe used within a variety of notions, functions,topics and situations.A : YesB : No2: [判断题] Fluency activitiesmake for linguisticcompetence and accurcy activities make for communicative competence.A : YesB : No3: [判断题] English is more difficult to learn than Chinese.A : YesB : No4: [判断题] In a long run, cognitive learning is effective. Learning with thinking improves ability.A : YesB : No5: [判断题] The spoken form of language is more basic than the written form.A : YesB : No6: [判断题] The number of possible topics and communicative situations is infinite,whereas the number of functions and notions is in principle finite.A : YesB : No7: [判断题] The cognitive psychology believes that language learning is a process of habit formation.A : YesB : No8: [判断题] A good score of words is not crucial for understanding and communication.A : YesB : No9: [判断题] A general assumption is that the learning that takes place in natural and educational settings are the same in nature.A : YesB : No10: [判断题] The input hypothesis means " humans acquire language in only one way --- by understanding messages or by receiving comprehensible input.A : YesB : No11: [判断题] Learning English should be a mechanical practice. It does not require active involvement, reasoning and thinking.A : YesB : No12: [判断题] It is generally considered that the behaviorist theory is better than the cognitive theory.A : YesB : No13: [判断题] In a cognitive approach, the learner is seen as an active participant in the learning process, using various stategies in order to sort out the system of language to be learned.A : YesB : No14: [判断题] Accuracy and fluency are equally important in language learning.A : YesB : No15: [判断题] Fluency comes naturally after accurcy.A : YesB : No16: [判断题] The structural view of language views language as a system of struturally related elements for the coding of meaning.A : TRUEB : FALSE17: [判断题] 教师不仅是教材的使用者，还是教材的研制者和开发者。
鲁子问《英语教学论》课后习题(Chapter2 ELTMethodsandApproache
Chapter 2 ELT Methods and Approaches in and outside ChinaSection 11. Based on what you just learned, give suggestions to Miss M to help solve her problem of having nothing to teach after the second week of the term.Key: Miss M should follow certain theories in teaching. She should work out the teaching plan at the beginning of the term and adjust her teaching to the usual pace. Most importantly, she should take into consideration of students’ learning realities, including questions like: how do students like her teaching method? Have students achieved the supposed goals after the teaching? Does her teaching meet students’ present language level? Has the teaching covered less than expected or something unnecessary? She should first conduct a needs analysis of students, then works out the teaching plan based on the needs and finally assess teaching and learning after a certain period.2. What do you think is the best language teaching approach or method?Key: The Communicative Approach is the best language approach in that it covers the most important aspect of language learning: language is learned to communicate, to exchange meaning and information and to share feelings. It is the language in use that injects life and vitality into language and that makes it a more real existence of life. Language teaching and learning should be centered on communication, which should be regarded as a proper method and the finalgoal.Section 21. What is the problem with Mr. N’s complaints that the course book does not explain much about grammar, does not have enough grammar exercises, and has too many activities?Key: The problem is the contradiction between the design of textbook and the actual assessment of teaching and learning. The design of the textbook is based on the task-based approach: students are supposed to achieve learning goals through the completion of a series of tasks. The main activity involved is communication. However, Mr. N has to find lots of grammar materials outside the textbook for students because little is mentioned in the book and what is mentioned cannot meet the requirements of exams, which includes lots of grammar and little completion of tasks. There is certainly a gap between the textbook design and the assessment and this causes much challenge for both teachers and students. To bridge up the gap, either should be adjusted to adapt to the other.2. Consider the style of a teacher you know. Do you think his/her teaching is in line with the National Curriculum Standards? Please give reasons and examples. Key: My high school English teacher’s teaching is not consistent with the National Curriculum Standards. In the first place, the focus of his teaching is on vocabulary and grammar. English lessons are filled with mechanical andmeaningless drills instead of meaningful tasks. Besides, his teaching does not allow too much communication. Throughout the class, he spent much time explaining grammatical points and little time is devoted to communication. Finally, his teaching doesn’t encourage holistic development for he was always hastening for exams and ignoring students’ learning needs. There was no time for value-imparting or affection-influencing. All these contradicts with the National Curriculum Standards.。
鲁子问《英语教学论(英文版)》课后习题详解(Chapter8 ActivitiesofTeac
Chapter 8 Activities of Teaching English in SchoolsSection 11. What are the features of classroom teaching activities?Key: The features of classroom teaching activities include the following points: 1) they are designed according to students’needs; 2) they are conducive to students’language learning; 3) they are consistent with language learning theories.2. What should teachers pay attention to carrying out classroom teaching activities?Key: Teachers should pay attention to 1) the time of each teaching activity: an activity should be completed in a proper period of time and shouldn’t last too long nor too short; 2) students’ understanding of and reaction to the activities: if students don’t respond actively to the task, then the teacher should reflect upon the task and maybe adjust the task a little; 3) the consistency of activities and teaching goal: any activity that doesn’t conform to the supposed goal of teaching should be adapted.3. Please talk about the difficulties of designing classroom teaching activities and ways to overcome these difficulties based on your own teaching practice. Key: There are various difficulties: 1) the teacher may not know students’preferences of activities; 2) the teacher cannot successfully predict students’reactions to the activities; 3) the teacher doesn’t know what kind of teaching activity best suits students.To avoid the difficulties, the teachers should have a good knowledge of teachings goals and students’language level and learning styles before designing the activities. While designing the activities, the teacher can prepare extra activities in case students should fail to cooperate.Section 21. What are the features of extracurricular English activities for elementary and middle school?Key: The features include: 1) the extracurricular activities are consistent with The National Curriculum Standards; 2) they are interesting and can arouse students’interest and activate their motivation; 3) they are educational in that students can enhance their language learning.2. What should be focused on when English teachers in elementary and middle schools design extracurricular activities for students?Key: When designing extracurricular activities, teachers should pay attention to students’ learning needs, strike a balance between the time of extracurricular activities and the time of entertainment, provide samples and instructions of the activities and allows voluntary participation.。
鲁子问《英语教学论(英文版)》课后习题详解(Chapter5 StrategiesofEngl
Chapter 5 Strategies of English Teaching in SchoolsSection 11. How should we arrange the seats in the classroom? How should we give instructions to our students? What interaction patterns should we employ in class? What should we do if there are discipline problems? After reading this chapter, do you know what strategy they belong to? What kind of management strategy did your teachers use? What are the similarities and differences among their management strategies? Why do you think they used them? Can you summarize your own ideas on effective management strategies?Key: 1) The seats of the classroom should be arranged according to the size of the class. The arrangement should meet different kinds of classroom activities. Meanwhile, it should help the teacher to monitor the class and students to see the teacher’s presentation.2) Different interaction patterns may be adopted based on the needs. It can be the interaction between teacher and the whole class and can also be the interaction between one student and another student, one student and several other students or a group of students and another group of students.3) If discipline problems arise, teachers should be calm enough to evaluate the situation and be flexible enough to make judgments as to whether some changes should be made.4) They belong to the teacher-strategy since they are concerned with how the teacher manages and leads the class.5) For classroom management, my teachers invariably adopt the orderly rows, since the class is very big and much of the time is spent on listening to the teacher. Not many movements are involved. As for instruction strategy, my teachers demonstrate after giving out clear instructions and always check whether we have understood their meaning. And for activity-selection strategy, they combine the participation-oriented strategy and the goal-oriented strategy.6) They all want to ensure the discipline of the class and make sure the class goes on as expected. The difference is that some teachers are too focused on one single strategy and are at a loss when something goes wrong.7) They use the strategies partly because they are effective and best for the existent circumstances, partly because they are the most common strategies know to the teaching circle.8) Effective management strategies are important in that they are part of the teaching. Whether management strategies are effective or not will decide the quality of teaching and learning. Without proper management strategies, all the preparation work might become futile.2. Do you still remember the way that your teachers gave instructions? Use the principles mentioned in this section to evaluate if they were effective.Key: When my teachers were giving instructions, they would first clearly state the instructions and then they will demonstrate how to do the tasks. Finally, they willask “Do you understand?” to check our understanding. If the questions are too easy to understand, they will not spend too much time explaining. They are effective because most often we can complete the tasks effectively.3. What types of activity have you experienced in your English learning experience? Key: There are many kinds of activities, such as: the whole class work, pair work, group work, presentation, role-play and so-on. They are effective in that they can successfully fulfill the purposes of teaching and invites students’ participation as well.Section 2How many types of questions are mentioned in this section? What are they? What are their respective features?Key: 1) Seven questions are mentioned in this section.2) They are knowledge questions, comprehension questions, application questions, inference questions, analysis questions, synthesis questions and evaluation questions.3) Knowledge questions are used to elicit factual answers; comprehension questions are used for interpretation and elaboration; application questions are used to supply information to new situations; inference questions are used to infer extra information from the materials; analysis questions are used to break down one question into several parts; synthesis questions are used to combine elements into a new pattern; evaluation questions are used to elicit judgments.Section 3How many presentation strategies are mentioned in this section? What are they? What are their respective features?Key: Fifteen strategies are mentioned. They are:1) Use previous knowledge to introduce new knowledge: it’s easier for students to accept the new knowledge;2) Use realia or pictures: it is vivid and interesting; 3) Use performance: it can arouse students’ interest; 4) Use daily communication: it is common and east to understand; 5) Do it step by step: it’s gradual and can facilitate understanding; 6) Use translation: it can attract students’attention to the new content; 7) Use circular presentation and practice: students can become familiar with the content taught ; 8) Use the new language items in advance: it can arouse curiosity; 9) Ask our students to solve problems: it can push students to find the answer by themselves; 10) Use questions: it can push students to think; 11) Use explanation: it can clarify points; 12) Use inductive learning: it can help students understand the general; 13) Use deductive learning: it can develop students’ analytic ability;14) Use inquiry learning: it invites students to be active learners; 15) Use exemplification and imitation: it is vivid and lifelike.Section 4After studying this section, have you deepened your knowledge of classroom assessment strategies? Think about the purpose of classroom assessment andspecific strategies.Key: The purpose of classroom assessment is to check the quality of teachers’teaching and students’learning. The strategies include self-assessment, peer assessment and teacher assessment, which can be conducted with the help of questionnaires, quantitative surveys, question and answer and verbal discussions.。
鲁子问《英语教学论(英文版)》章节题库-Elements of English Teaching i
Chapter 3 Elements of English Teaching in SchoolsSection 11. What do you think successful language learners have in common?Key: Successful language learners have definite goals, lasting enthusiasm and focused attention and systematic learning plan; they are not afraid of making mistakes and they seize every opportunity to try out language and solve their confusions; they are curious about language and are interested in language; they take the initiative in learning and learn with autonomy; they have a clear understanding of themselves and know what style is best for themselves; they reflect upon their learning and adjust for improvements.2. How can you cultivate learner strategies in elementary and middle school? Key: First, the importance of learner strategy should be made known to students; models of learner strategies can be provided for students to choose to suit their own styles; practices should be designed for students to practise the strategies.Section 21. In what ways have teachers’ roles changed following the implementation of the National Curriculum Standards?Key: Traditionally, teachers are regarded as the master and the dominator of class.The class is teacher-centered. However, the National Curriculum Standards require a teacher-centered classroom shifted to the learner-centered one. The “master”and “dominator”should be changed to a helper, a resource-provider, a participant and an assessor. The teacher’s job is to assist students learning and create atmosphere and opportunities for students.2. What are the attributes of a highly efficient English teacher’s teaching behaviour?Key: A highly efficient English teacher is proficient in the basic skills: listening, speaking, reading and writing; s/he should have a good command of pedagogical theories and should be able to adapt teaching to student’s learning realities; s/he should be the embodiment of a set of values: integrity, honesty, optimism, judgment ability and so-on; s/he does reflection after class in time and figure out where to improve next time; s/he has the sense of constant learning and is always ready to get recharged.Section 31. What characterizes teaching content in elementary and middle school?Key: 1) The teaching content should be scientific: the content must be informed by relevant research; 2) It should be ideological: it should integrate emotional development, enhance students’ moral values, develop patriotism and foster an international outlook; 3) It should be: basic: it should include the basicknowledge and skills essential for competent citizens in the future; 4) It should be well-organized and suit students’learning habits; 5) It should be suitable: it must meet the actual needs of the students, pay attention to students’personalities, diversities and uniqueness; 6) It should be forward-looking: it should be based on the highest quality educational research and be forward-looking to contribute to social development; 7) It should be practical: it should be consistent with teaching practice.2. What are the categories of English teaching content in elementary and middle school?Key: 1) In language knowledge, students should be proficient in pronunciation, vocabulary, and grammar and they should be familiar with some general topics; 2) In language skills, students should acquire skills of listening, speaking, reading and writing; 3) In emotional attitudes, students should develop certain interest, perception, confidence as well as national identity and international outlook; 4) In learning strategies, students should develop effective learning strategies to facilitate life-long learning; 5) In cultural awareness, students should cultivate cultural awareness of both languages in actual communication.Section 41. What are the main elements of the English language teaching and learning environment?Key: The main elements of English language teaching and learning environment include the social environment, the school environment and personal circumstances: the social environment mainly refers to the social system, the nation’s education policy, foreign language educational policy, economic development, scientific and technological level and social needs for the English language and so on; the school environment includes factors such as classroom teaching, the frequency of exposure to English, class size, teaching facilities, English extra-curricular activities and interpersonal relationships etc.; personal circumstances include the social status and occupation of the family members, attitudes towards learning English, experiences in learning English, learning styles and so-on.2. How can you build good English teaching and learning environments?Key: Overall coordination is needed to adjust environmental factors and create a positive and harmonious environment; certain characteristics of the environment should be highlighted to enhance students’ interest and awareness of learning English; existing favorable conditions in schools, families and society explored to provide a wide variety of learning experiences; information and materials should be screened to retain appropriate and authentic contents.。
鲁子问《英语教学论(英文版)》章节题库-Teaching English Learning Stra
Chapter 12 Teaching English Learning Strategies in SchoolsSection 11. How do you think Ms Zhao should organize the content of her lecture?Key: Ms Zhao can organize her lecture as follows: 1) the definition of learning-strategy; 2) different kinds of learning-strategy; 3) the way to acquire suitable learning strategy.2. How should she classify English learning strategies?Key: She can classify English learning strategies into cognitive strategy, meta-cognitive strategy, affective-strategy and social strategy. Cognitive strategy is the system of methods we employ when we perceive, process, comprehend, memorize and retrieve information; metacognitive strategy is regarded as a system of methods by which learners monitor and control their own cognition; affective strategy is regarded as a system of methods by which learners control and regulate their motivation, emotion and attitude; social strategy is regarded as a system of methods by which learners use English to coordinate the relationships between themselves and others in social interactions and so that communication can be smoother.Section 21. Is Ms Zhou’s teaching approach appropriate for her students?Key: Obviously, Ms Zhou’s teaching approach is not suitable for her students and is more appropriate for postgraduates majoring in second language acquisition or English teachers. That’s because learning strategies are too theoretical and hollow for students to understand.2. How can she improve?Key: There is no need for her to specially introduce the learning strategies to students. She can try to mix the strategies with her teaching. For example, while she is teaching oral English, she can mention several strategies of improving spoken English. More importantly, she should remind students that different people should choose what’s best for himself or herself.。
《英语教学论》课程作业与思考题
《英语教学论》课程作业与思考题《英语教学论（一）》作业与思考第一单元语言观与语言学习观1. What are the three views on language?2. What are the views on language learning?3. What are the qualities of a good language teacher?第二单元交际教学原则和任务型教学思想1. What is communicative competence?2. What are the three principles of communicative language teaching?3. How is TBLT different from PPP?4. What is Task-based Language Teaching?第三单元国家英语课程标准1. What are the designing principles for the National English Curriculum 2001?2. What are the goals and objectives of English language teaching?3. What are the challenges facing English language teachers?第四单元备课与写教案1. Why is lesson planning necessary?2. What are the principles for good lesson planning?3. What are macro planning and micro planning?4. What are the components of a lesson plan?5. What are the 3P’s model and 3-stage model?1.What are the main roles teachers can play before, during and after the class?2.How to give effective classroom instructions?3.What are the different ways for student grouping?4.How to ask effective questions?5.How to treat students’ errors in the classroom?第六单元语音教学1.What is the goal of teaching pronunciation?2.What aspects of pronunciation do we need to teach?第七单元语法教学1.What are the major types of grammar presentation methods?2.What are the major types of grammar practice activities?第八单元词汇教学1. What does knowing a word involve?2. How can we present new vocabulary items effectively?3. What are some effective ways to consolidate vocabulary?《英语教学论（二）》作业与思考第九单元听力教学1.What are the characteristics of the listening process?2.What are the models of teaching listening?3.What are the common activities in teaching listening?1. What are the main characteristics of spoken language?2. What are the characteristics of successful speaking activities?3. What are the main types of speaking activities?第十一单元阅读教学1. What are the main reading skills?2. What are the main reading models for teaching reading?3. What types of activities can we use in teaching reading?第十二单元写作教学1.What are the problems in writing tasks in existing textbooks and classroom teaching?2. What is called process approach to teaching writing?3. What are the main procedures of process writing?第十三单元综合技能教学1. Why should we integrate the four skills?2. How do we organize activities of integrated skills?3. What are the implications for integrating teaching?第十四单元语言教学中的道德教育1. What does morality involve according to William J. Hutchins?2. State briefly the four models to moral development.第十五单元语言教学中的评价方法1. What is assessment? What are the differences between testing, assessment and evaluation?2. What are the purposes of assessment in language teaching?3. What are the methods of assessment?4. What are the assessment principles?第十六单元学习者个体差异与学习策略培养1. What is the theory of multiple intelligence? What are its implications for language teaching?2. What is learner training?第十七单元英语教育资源与技术的开发与利用1. How to use available resources?2. How to explore hidden resources?第十八单元教材的评估与改编1.What are the purposes for the teacher to evaluate and adapt textbook?2.What are the methods of evaluating textbooks?3.What are the features of good textbooks?4.How should the teacher select textbooks?5.What are the methods of adapting textbooks?外国语学院教师教育教研室编写。
鲁子问《英语教学论》课后习题(Chapter10 TeachingEnglishListeni
Chapter 10 Teaching English Listening and Speaking in SchoolsSection 11. Which listening teaching model do you think suits you best? Why?Key: The PWP teaching model suits me best. Because this teaching model divides teaching and learning into three stages familiar to students. In the pre-listening stage, a new schema is set up, background information is provided and listening expectations are established, which lays the foundation for the following activity. During the while-listening stage, students are expected to practise listening skills with the teacher’s help. In the last stage of post-listening, speaking and writing activities are provided to enhance students’ ability.2. Why is schema so important for teaching listening?Key: Because listening is not only a process of decoding sounds, but also a process of prediction, inspection and validation. During the listening, listeners use non-linguistic media to predict, analyse and process listening material so that they can have a better and fuller understanding of the information. The non-linguistic media include cultural, practical, social, strategic and topic knowledge, the listening material, the speakers and the context, which are together called schematic knowledge.Section 21. What is the gap between how speaking is taught in elementary and middle schools and the requirements of the National Curriculum Standards?Key: The National Curriculum Standards require students to actually produce something of their own, be it facts or opinions. They have to achieve accuracy, fluency and appropriateness in speaking. However, in teaching speaking in elementary and middle schools, students are often made to repeat or mechanically imitate meaningless dialogues. No information gap exists and no communication is involved, which fails the goal of the Curriculum. As a result, students cannot speak English properly but only recite what’s in the textbook.2. P lease give an example to explain the teacher’s roles in task-based teaching of speaking.Key: In task-based teaching of speaking, one task can be asking directions. Before the task, the teacher could be information provider and provide related words and expressions for students. S/he can even give an example of the task. During the task, the teacher can be a guider and helper if students have difficulty carrying out the tasks. S/he can also be a participant of the task. After the task, the teacher could be an evaluator to assess students’ completion of the task and come up with suggestions for the future.。
鲁子问《英语教学论（英文版）》课后习题详解（Chapter7ProcessofEnglish
鲁子问《英语教学论（英文版）》课后习题详解（Chapter7ProcessofEnglishChapter 7 Process of English Teaching in SchoolsSection 1After studying this section, have you learned(1) the basic principles of CLT and TBLT?(2) the stages in CLT and TBLT classes?(3) some ways to solve problems that occur in classrooms?Key: (1) The basic principles include: 1) there should be clear goals for each task-based lesson; 2) the goals of TBLT instruction cover language structure and vocabulary and accuracy, complexity and fluency; 3) the goals can also be developing learning strategies or integrating prior lessons, not necessarily just the knowledge or skills taught in the unit; 4) there should bea variety of goals to ensure systematic language development.(2) The stages in CLT and TBLT classes include pre-task stage, while-task stage and post-task stage. The pre-task stage includes task preparation and planning, during which students can use mind-maps, activate background knowledge, introduce new materials and provide sample tasks or imitation and practice. The while-task stage is a process of language acquisition. Group task or individual task could be designed. And the teacher should give explicit instructions. The post-task stage can attend to language forms, at which students are given opportunities to repeat the tasks and are encouraged to reflect on theprocess of task accomplishment and focus on form. This stage includes task reflection and students’ reflection andfeedback.(3) When problems occur in classrooms, the teacher should first stay calm to reevaluate the situation. Then, the teacher can analyze the situation and find out the reasons: it is because students don’t understand the instructions or they are not able to complete the task? The teacher can also choose to talk with students over the problems and the solutions. One thing to bear in mind is that classroom activities don’t have to be consistent with the teaching plan. Flexibility and adjustability are needed when necessary.Section 21. What is the essence of PWP process?Key: The essence of PWP process is that learning is a process, which is the law of conception. Students first get to know new knowledge with what they have known; then they process new knowledge; finally, they need to practice and revise what they have learned to deepen their understanding.2. How can you connect TBL with PWP?Key: In TBL, there are three stages: the pre-task stage, the while-task stage and the post-task stage, while in PWP, there are also three similar stages: the pre-stage, the while-stage and the post-stage. Both TBL and PWP divide teaching and learning into several stages and allow time for students’ understanding and assimilation. The difference is that TBL concerns with tasks while PWP concernswith classroom activities.。
鲁子问《英语教学论(英文版)》章节题库-ELT Methods and Approaches in
Chapter 2 ELT Methods and Approaches in and outside ChinaSection 11. Based on what you just learned, give suggestions to Miss M to help solve her problem of having nothing to teach after the second week of the term.Key: Miss M should follow certain theories in teaching. She should work out the teaching plan at the beginning of the term and adjust her teaching to the usual pace. Most importantly, she should take into consideration of students’ learning realities, including questions like: how do students like her teaching method? Have students achieved the supposed goals after the teaching? Does her teaching meet students’ present language level? Has the teaching covered less than expected or something unnecessary? She should first conduct a needs analysis of students, then works out the teaching plan based on the needs and finally assess teaching and learning after a certain period.2. What do you think is the best language teaching approach or method?Key: The Communicative Approach is the best language approach in that it covers the most important aspect of language learning: language is learned to communicate, to exchange meaning and information and to share feelings. It is the language in use that injects life and vitality into language and that makes it a more real existence of life. Language teaching and learning should be centeredon communication, which should be regarded as a proper method and the final goal.Section 21. What is the problem with Mr. N’s complaints that the course book does not explain much about grammar, does not have enough grammar exercises, and has too many activities?Key: The problem is the contradiction between the design of textbook and the actual assessment of teaching and learning. The design of the textbook is based on the task-based approach: students are supposed to achieve learning goals through the completion of a series of tasks. The main activity involved is communication. However, Mr. N has to find lots of grammar materials outside the textbook for students because little is mentioned in the book and what is mentioned cannot meet the requirements of exams, which includes lots of grammar and little completion of tasks. There is certainly a gap between the textbook design and the assessment and this causes much challenge for both teachers and students. To bridge up the gap, either should be adjusted to adapt to the other.2. Consider the style of a teacher you know. Do you think his/her teaching is in line with the National Curriculum Standards? Please give reasons and examples. Key: My high school English teacher’s teaching is not consistent with theNational Curriculum Standards. In the first place, the focus of his teaching is on vocabulary and grammar. English lessons are filled with mechanical and meaningless drills instead of meaningful tasks. Besides, his teaching does not allow too much communication. Throughout the class, he spent much time explaining grammatical points and little time is devoted to communication. Finally, his teaching doesn’t encourage holistic development for he was always hastening for exams and ignoring students’ learning needs. There was no time for value-imparting or affection-influencing. All these contradict with the National Curriculum Standards.。
鲁子问《英语教学论(英文版)》课后习题详解(Chapter4 PrinciplesofEngl
Chapter 4 Principles of English Teaching in SchoolsSection 11. How can you determine whether an activity is student-centred?Key: A students-centered activity should meet the following standards: it should emphasize how to learn instead of how to teach; the teaching content should be on language skills instead of language content; there should be an increasing attention to students; the way the teaching content is presented should change.2. With reference to the National Curriculum Standards, can you explain how to implement the student-centred principle?Key: To implement the student-centered principle under the guidance of National Curriculum Standards, the whole teaching process should be consistent with students’ needs. In the textbook analysis, teachers should adapt the content of teaching materials and activities to students’psychological needs; in lesson preparation, teachers should understand students’ current knowledge and skills form feedback; in teaching activities, teachers should plan and prepare varied teaching activities according to the knowledge structures, learning motivation, interests and other characteristics of the students; in teaching methods, teachers should adopt varied teaching methods to help students feel and understand language intuitively.Section 2The reasonable objective principle must be combined with the student-centred principle to achieve teaching goals. Explain the differences in the teaching objective at elementary, junior middle and senior middle school when dealing with the topic on sports.Key: When teaching elementary students the topic of sports, teachers should impart to them some everyday sports activities such as badminton, ping-pong, running and swimming. Besides, students should be able to make one or two sentences with these activities, for example, I like ping-pong. No written work should be involved in this stage. While teaching junior students the topic of sports, teachers should extend sports activities to a wider range and the expressions and sentences involved should be more various. Students should use more complicated sentences to express their sports preference, such as my favorite sports is...; I prefer...to...and so-on. And, they should also be able to develop dialogues in sports. When it comes to teaching senior school students the topic of sports, dialogues should not only be longer in length, but should be deeper in depth. Compositions can be used to enhance the topic.Section 31. Explain the relationship between the effective principle and the student-centred principle.Key: The two principles are interrelated: on the one hand, to conduct the effectiveprinciple, teachings activities must be student centered and must obey the student-centered principle; on the other hand, teaching activities based on the student-centered principle are certainly effective in practice. They interact with each other and reciprocate each other.2. What kinds of class activities are most effective?Key: Student-centered activities are most effective. These activities are conducive to students’ needs, consistent with the reasonable teaching plan, use language that is easy to understand, pay attention to students’ response and encourage students to ask questions and evaluate themselves.Section 4The following dialogue is a typical example of sentence pattern exercises. Which one do you think is more adapted to the realistic principle?1. A: What is on the table?B: There is a book on the table.2. A: Where are my shoes?B: Under the bed.Key: Obviously, the second dialogue is more adapted to the realistic principle. The fact is that in real life we don’t speak out every word as is required in the textbook. Some unnecessary words are omitted to save both time and energy and more are omitted especially when a person’s style is simple or the situation doesn’t permit long sentences.。
鲁子问《英语教学论(英文版)》章节题库【圣才出品】
鲁子问《英语教学论（英文版）》章节题库Chapter1Concepts for English Teaching in SchoolsSection11.Based on the theories in this unit,what are the main educational factors that cause teacher L’s wholehearted enthusiasm to meet with cold indifference from his students?Key:In the first place,teaching is an interactive activity in which both teachers and students become more developed.Teacher L conducts a completely exam-oriented teaching,which is boring and mundane.He is ignorant of students’learning needs and there is no interaction between them.Secondly,in language teaching,the more important factor is students’positive and active approach to learning.Teacher L obviously doesn’t care about students’motivation and incentive;he crams learning materials and exam content in the students,regardless of students’emotional stly,teaching should be teacher-led but students-centered activity.Here teacher L takes teaching as teacher-led and exam-centered.He is putting the cart before the horse.Only by focusing on students’learning needs and motivation can they perform well in exams and achieve learning goals.2.In your opinion,what kind of classroom teaching activity conforms to theessence of education?Key:The essence of teaching is to lead students to develop and the teacher’s job is to help students to find answers by themselves and to explore language learning methods by themselves.Therefore,the teaching activity that conforms to the essence of education is a series of questions thrown to students to help deduce proper answers.Section21.What do you think are the main causes for the misunderstanding in the argument“English teaching in elementary and middle schools in China cannot be communicative competence oriented”?Key:It ignores the fact that language is the tool for communication and communication is the function of language.It is through interpersonal communication that language remains active and vigorous.Therefore,one of the teaching goals of elementary and middle school English should be to develop student’s communicative competence.If communication is removed from the goals of English teaching,then language learning becomes a boring process of memorization.There’s no fun in it.Besides,without focusing on communication, language learning will be far from effective,since communication is the best way to learn all languages.2.After reflection on your own English study,identify what your main learningproblems are.Key:The main learning problems may include:1)fear of speaking English, especially in public;2)lack of motivation;3)imbalance of fun and homework.Section31.What do you think is the major mistake in the viewpoint“one’s vocabulary size is the indicator of whether one’s English learning is successful”?Key:This statement overemphasizes the role of vocabulary.It should be noted that vocabulary constitutes only a part of language;there is also grammar.Even if one has a good mastery of vocabulary and grammar,there are still culture and style to bear in mind.A successful English learner should have certain awareness of culture with a good command of vocabulary and grammar.S/he should be able to adjust his or her style on different occasions;his or her knowledge of English should be able to satisfy his or her needs successfully.2.What do you think the essential difference between an English language curriculum and an English literacy curriculum is?How do you understand the instrumental nature of English curriculum and the humanist nature of English curriculum in the National Curriculum Standards for English in Schools in China (MOE,2001)?Key:1)The essential difference is that an English language curriculum is to develop students’overall competence in English.Its teaching and learningprocess is to cultivate students’proficiency in the basic four skills:listening, speaking,reading and writing.By the end of the learning,students should be able to communicate effectively in English,have certain knowledge of English culture and develop some value and abilities.However,an English literacy curriculum is to focus on students’reading ability.The main job involved is to teach students to read and perhaps to write.The teaching objective and learning purpose is narrowed down to master a set of words;communication is absent in this curriculum.2)It’s instrumental in that it views English as a tool for communication.To achieve effective communication,not only vocabulary and grammar but culture is embodied in the teaching goals.Besides,it is instrumental in that it sets English as a tool help understand oneself and the world.The job is not only to learn language but to develop and better oneself.It is humanist in that it concerns not only the learning of language but the development of children.Chapter2ELT Methods and Approaches in and outside ChinaSection11.Based on what you just learned,give suggestions to Miss M to help solve her problem of having nothing to teach after the second week of the term.Key:Miss M should follow certain theories in teaching.She should work out the teaching plan at the beginning of the term and adjust her teaching to the usual pace.Most importantly,she should take into consideration of students’learning realities,including questions like:how do students like her teaching method? Have students achieved the supposed goals after the teaching?Does her teaching meet students’present language level?Has the teaching covered less than expected or something unnecessary?She should first conduct a needs analysis of students,then works out the teaching plan based on the needs and finally assess teaching and learning after a certain period.2.What do you think is the best language teaching approach or method?Key:The Communicative Approach is the best language approach in that it covers the most important aspect of language learning:language is learned to communicate,to exchange meaning and information and to share feelings.It is the language in use that injects life and vitality into language and that makes it a more real existence of nguage teaching and learning should be centered on communication,which should be regarded as a proper method and the finalgoal.Section21.What is the problem with Mr.N’s complaints that the course book does not explain much about grammar,does not have enough grammar exercises,and has too many activities?Key:The problem is the contradiction between the design of textbook and the actual assessment of teaching and learning.The design of the textbook is based on the task-based approach:students are supposed to achieve learning goals through the completion of a series of tasks.The main activity involved is communication.However,Mr.N has to find lots of grammar materials outside the textbook for students because little is mentioned in the book and what is mentioned cannot meet the requirements of exams,which includes lots of grammar and little completion of tasks.There is certainly a gap between the textbook design and the assessment and this causes much challenge for both teachers and students.To bridge up the gap,either should be adjusted to adapt to the other.2.Consider the style of a teacher you know.Do you think his/her teaching is in line with the National Curriculum Standards?Please give reasons and examples. Key:My high school English teacher’s teaching is not consistent with the National Curriculum Standards.In the first place,the focus of his teaching is on。
鲁子问英语案例PPT课件
（3）教学设计是一个不断完善的过程，
教学设计应包括检测、反馈、修正方案后
再实施。
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课堂教学设计的特征
（1）教学设计的研究对象是围绕学生 知识能力素质发展的教学全过程，其 中包括教学需求、理想的学习结构、 学生原有的学习结构，实施的学习结 构和实施效果的评价。
（2）教学设计的研究方法是将学习 心理学的基础理论，系统地应用于解 决教学实际问题的教学技术。
任务完成案例分析
来自香港的案例
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2．教学之中 （In-teaching/While teaching）
动态调整教学设计
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教学设计的步骤 （3）
3．教学之后
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课堂教学性质量性评价要素
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课堂教学设计的教学意义
为中小学教师提供一种科学的、 便于操作的教学技术手段，促使教 师将以学生为中心、以教学过程为 重点、以教学效率和教学效果为目 的等重要的教育思想显性地凸现出 来，从不自觉的教学行为发展成自 觉的教学行为。
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课堂教学设计的模型
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课堂教学设计的重点(1)
（1）准确分析教学目的
课堂教学质量分析矩阵.doc
反思教学设计
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鲁子问英语教学论(英文版)课后习题详解
Chapter 1 Concepts for English Teaching in SchoolsSection 11.Based on the theories in this unit, what are the main educational factors that cause teacher L’s wholehearted enthusiasm to meet with cold indifference from his students?Key: In the first place, teaching is an interactive activity in which both teachers and students become more developed. Teacher L conducts a completely exam-oriented teaching, which is boring and mundane. He is ignorant of students’ learning needs and there is no interaction between them. Secondly, in language teaching, the more important factor is students’ positive and active approach to learning. Teacher L obviously doesn’t care about students’ motivation and incentive; he crams learning materials and exam content in the students, regardless of students’ emotional response. Lastly, teaching should be teacher-led but students-centered activity. Here teacher L takes teaching as teacher-led and exam-centered. He is putting the cart before the horse. Only by focusing on students’ learning needs and motivation can they perform well in exams and achieve learning goals.2.In your opinion, what kind of classroom teaching activity conforms to the essence of education?Key: The essence of teaching is to lead students to develop and the teacher ’s job is to help students to find answers by themselves and to explore language learning methods by themselves. Therefore, the teaching activity that conforms to the essence of education is a series of questions thrown to students to help deduce proper answers.Section 21.What do you think are the main causes for the misunderstanding in the argument “English teaching in elementary and middle schools in China cannot be communicative competence oriented”?Key: It ignores the fact that language is the tool for communication and communication is the function of language. It is through interpersonal communication that language remains active and vigorous. Therefore, one of the teaching goals of elementary and middle school English should be to develop student’s communicative competence. If communication is removed from the goals of English teaching, then language learning becomes a boring process of memorization. There’s no fun in it. Besides, without focusing on communication, language learn ing will be far from effective, since communication is the best way to learn al language.2.After reflection on your own English study, identify what your main learning problems are.Key: The main learning problems may include: 1) fear of speaking English, especially in public; 2) lack of motivation;3) imbalance of fun and homework.Section 31.What do you think is the major mistake in the viewpoint “one’s vocabulary size is the indicator of whether one’s English learning is successful”?Key: This statement overemphasizes the role of vocabulary. It should be noted that vocabulary constitutes only a part of language; there is also grammar. Even if one has a good mastery of vocabulary and grammar, there are still culture and style to bear in mind. A successful English learner should have certain awareness of culture with a good command of vocabulary and grammar. S/he should be able to adjust his or her style on different occasions; his or her knowledge of English should be able to satisfy his or her needs successfully.2.What do you think the essential difference between an English language curriculum and an English literacy curriculum is? How do you understand the instrumental nature of English curriculum and the humanist nature of English curriculum in the National Curriculum Standards for English in Schools in China (MOE, 2001)?Key: 1) The essential difference is that an English language curriculum is to develop students’ overall competence in English. Its teaching and learning process is to cultivate students’ proficiency in the basic four skills: listening, speaking, reading and writing. By the end of the learning, students should be able to communicate effectively in English, have certain knowledge of English culture and develop some value and abilities. However, an English literacy curriculum is to focus on students’ reading ability. The main job involved is to teach students to read and perhaps to write. The teaching objective and learning purpose is narrowed down to master a set of words; communication is absent in this curriculum.2) It’s instrumental in that it views English a s a tool for communication. To achieve effective communication, notonly vocabulary and grammar but culture is embodied in the teaching goals. Besides , it is instrumental in that it sets English as a tool help understand oneself and the world. The job is not only to learn language but to develop and better oneself. It is humanist in that it concerns not only the learning of language but the development of children.Chapter 2 ELT Methods and Approaches in and outside ChinaSection 11.Based on what you just learned, give suggestions to Miss M to help solve her problem of having nothing to teach after the second week of the term.Key: Miss M should follow certain theories in teaching. She should work out the teaching plan at the beginning of the term and adjust her teaching to the usual pace. Most importantly, she should take into consideration of students’ learning realities, including questions like: how do students like her teaching method? Have students achieved the supposed goals after the teaching? Does her teaching meet students’ present language level? Has the teaching covered less than expected or something unnecessary? She should first conduct a needs analysis of students, then works out the teaching plan based on the needs and finally assess teaching and learning after a certain period.2.What do you think is the best language teaching approach or method?Key: The Communicative Approach is the best language approach in that it covers the most important aspect of language learning: language is learned to communicate, to exchange meaning and information and to share feelings. It is the language in use that injects life and vitality into language and that makes it a more real existence of life. Language teaching and learning should be centered on communication, which should be regarded as a proper method and the final goal.Section 21.What is the problem with Mr. N’s complaints that the course book does not explain much about grammar, does not have enough grammar exercises, and has too many activities?Key: The problem is the contradiction between the design of textbook and the actual assessment of teaching and learning. The design of the textbook is based on the task-based approach: students are supposed to achieve learning goals through the completion of a series of tasks. The main activity involved is communication. However, Mr. N has to find lots of grammar materials outside the textbook for students because little is mentioned in the book and what is mentioned cannot meet the requirements of exams, which includes lots of grammar and little completion of tasks. There is certainly a gap between the textbook design and the assessment and this causes much challenge for both teachers and students. To bridge up the gap, either should be adjusted to adapt to the other.2.Consider the style of a teacher you know. Do you think his/her teaching is in line with the National Curriculum Standards? Please give reasons and examples.Key: My high school English teacher’s teaching is not consistent with the National Curriculum Stan dards. In the first place, the focus of his teaching is on vocabulary and grammar. English lessons are filled with mechanical and meaningless drills instead of meaningful tasks. Besides, his teaching does not allow too much communication. Throughout the class, he spent much time explaining grammatical points and little time is devoted to communication. Finally, his teaching doesn’t encourage holistic development for he was always hastening for exams and ignoring students’ learning needs. There was no time f or value-imparting or affection-influencing. All these contradicts with the National Curriculum Standards.Chapter 3 Elements of English Teaching in SchoolsSection 11.What do you think successful language learners have in common?Key: Successful language learners have definite goals, lasting enthusiasm and focused attention and systematic learning plan; they are not afraid of making mistakes and they seize every opportunity to try out language and solve their confusions; they are curious about language and are interested in language; they take the initiative in learning and learn with autonomy; they have a clear understanding of themselves and know what style is best for themselves; they reflect upon their learning and adjust for improvements.2.How can you cultivate learner strategies in elementary and middle school?Key: First, the importance of learner strategy should be made known to students; models of learner strategies can be provided for students to choose to suit their own styles; practices should be designed for students to practise the strategies.Section 21.In what ways have teachers’ roles changed following the implementation of the National Curriculum Standards?Key: Traditionally, teachers are regarded as the master and the dominator of class. The class is teacher-centered. However, the National Curriculum Standards require a teacher-centered classroom shifted to the learner-centered one. The “master” and “dominator” should be changed to a helper, a resource-provider, a participant and an assessor. The teacher’s job is to assist students learning and create atmosphere and opportunities for students.2.What are the attributes of a highly efficient English teacher ’s teaching behaviour?Key: A highly efficient English teacher is proficient in the basic skills : listening, speaking, reading and writing; s/he should have a good command of pedagogical theories and should be able to adapt teaching to student’s learning realities; s/he should be the embodiment of a set of values: integrity, honesty, optimism, judgment ability and so-on; s/he does reflection after class in time and figure out where to improve next time; s/he has the sense of constant learning and is always ready to get r echarged.Section 31.What characterizes teaching content in elementary and middle school?Key: 1) The teaching content should be scientific: the content must be informed by relevant research; 2) It should be ideological: it should integrate emotional development, enhance students’ moral values, develop patriotism and foster an international outlook; 3) It should be: basic: it should include the basic knowledge and skills essential for competent citizens in the future; 4) It should be well-organized and suit students’ learning habits; 5) It should be suitable: it must meet the actual needs of the students, pay attention to students’ personalities, diversities and uniqueness; 6) It should be forward-looking: it should be based on the highest quality educational research and be forward-looking to contribute to social development; 7) It should be practical: it should be consistent with teaching practice.2.What are the categories of English teaching content in elementary and middle school?Key: 1) In language knowledge, students should be proficient in pronunciation, vocabulary, and grammar and they should be familiar with some general topics; 2) In language skills, students should acquire skills of listening, speaking, reading and writing; 3) In emotional attitudes, students should develop certain interest, perception, confidence as well as national identity and international outlook; 4) In learning strategies, students should develop effective learning strategies to facilitate life-long learning; 5) In cultural awareness, students should cultivate cultural awareness of both languages in actual communication.Section 41.What are the main elements of the English language teaching and learning environment?Key: The main elements of English language teaching and learning environment include the social environment, the school environment and personal circumstances: the social environment mainly refers to the social system, the nation’s education policy, foreign language educational policy, economic development, scientific and technological level andsocial needs for the English language and so on; the school environment includes factors such as classroom teaching, the frequency of exposure to English, class size, teaching facilities, English extra-curricular activities and interpersonal relationships etc.; personal circumstances include the social status and occupation of the family members, attitudes towards learning English, experiences in learning English, learning styles and so-on.2.How can you build good English teaching and learning environments?Key: Overall coordination is needed to adjust environmental factors and create a positive and harmonious environment; certain characteristics of the environment should be highlighted to enhance students’ interest and awareness of learning English; existing favorable conditions in schools, families and society explored to provide a wide variety of learning experiences; information and materials should be screened to retain appropriate and authentic contents.。
鲁子问《英语教学论(英文版)》课后习题详解(Chapter7 ProcessofEnglish
Chapter 7 Process of English Teaching in SchoolsSection 1After studying this section, have you learned(1) the basic principles of CLT and TBLT?(2) the stages in CLT and TBLT classes?(3) some ways to solve problems that occur in classrooms?Key: (1) The basic principles include: 1) there should be clear goals for each task-based lesson; 2) the goals of TBLT instruction cover language structure and vocabulary and accuracy, complexity and fluency; 3) the goals can also be developing learning strategies or integrating prior lessons, not necessarily just the knowledge or skills taught in the unit; 4) there should be a variety of goals to ensure systematic language development.(2) The stages in CLT and TBLT classes include pre-task stage, while-task stage and post-task stage. The pre-task stage includes task preparation and planning, during which students can use mind-maps, activate background knowledge, introduce new materials and provide sample tasks or imitation and practice. The while-task stage is a process of language acquisition. Group task or individual task could be designed. And the teacher should give explicit instructions. The post-task stage can attend to language forms, at which students are given opportunities to repeat the tasks and are encouraged to reflect on theprocess of task accomplishment and focus on form. This stage includes task reflection and students’ reflection and feedback.(3) When problems occur in classrooms, the teacher should first stay calm to reevaluate the situation. Then, the teacher can analyze the situation and find out the reasons: it is because students don’t understand the instructions or they are not able to complete the task? The teacher can also choose to talk with students over the problems and the solutions. One thing to bear in mind is that classroom activities don’t have to be consistent with the teaching plan. Flexibility and adjustability are needed when necessary.Section 21. What is the essence of PWP process?Key: The essence of PWP process is that learning is a process, which is the law of conception. Students first get to know new knowledge with what they have known; then they process new knowledge; finally, they need to practice and revise what they have learned to deepen their understanding.2. How can you connect TBL with PWP?Key: In TBL, there are three stages: the pre-task stage, the while-task stage and the post-task stage, while in PWP, there are also three similar stages: the pre-stage, the while-stage and the post-stage. Both TBL and PWP divide teaching and learning into several stages and allow time for students’ understanding and assimilation. The difference is that TBL concerns with tasks while PWP concernswith classroom activities.。
英语教学设计鲁子问 复试参考书
英语教学设计鲁子问复试参考书全文共3篇示例，供读者参考篇1Title: A Review of "English Teaching Design by Lu Ziwen: Reference Book for Postgraduate Entrance Examination"Introduction"English Teaching Design by Lu Ziwen: Reference Book for Postgraduate Entrance Examination" is a comprehensive guide for students preparing for postgraduate entrance examinations in English language teaching. Authored by Lu Ziwen, a renowned expert in the field of English education, this book covers a wide range of topics related to English teaching methodologies, curriculum design, lesson planning, and assessment strategies.Overview of the BookThe book is structured into several chapters that systematically cover various aspects of English language teaching. It begins with a detailed discussion on the principles of language acquisition and the role of motivation in the learning process. This is followed by chapters on the importance ofteaching materials, classroom management techniques, and the use of technology in language teaching.One of the key strengths of this book is its emphasis on the practical application of teaching theories. Each chapter includes real-life examples and case studies that help readers understand how to implement different teaching strategies in the classroom. Additionally, the book provides a range of activities and exercises that can be used to engage students and enhance their language skills.The author also offers a comprehensive guide on how to design effective lesson plans and assessment tools. The book includes templates and guidelines for creating lesson objectives, selecting appropriate teaching materials, and evaluating student performance. This practical approach makes the book an invaluable resource for both aspiring and experienced English teachers.ConclusionOverall, "English Teaching Design by Lu Ziwen: Reference Book for Postgraduate Entrance Examination" is a must-read for anyone preparing for a career in English language teaching. With its insightful content, practical examples, and interactive exercises, this book provides a solid foundation forunderstanding the principles of effective language instruction. Whether you are a novice teacher or a seasoned educator, this book offers valuable insights that can help you enhance your teaching skills and create a more engaging and effective learning environment for your students.篇2Title: English Teaching Design - A Reference Book for Lu Ziwen's Postgraduate InterviewIntroduction:English teaching design is an important aspect of preparing for the postgraduate interview. Lu Ziwen's reference book for the interview is a valuable resource for candidates looking to excel in the interview process. This document will provide a comprehensive overview of the key points covered in the reference book, highlighting its significance in enhancing English teaching design skills.Chapter 1: Overview of the Interview ProcessThe reference book begins by outlining the structure and format of the postgraduate interview. It provides insights into the types of questions that may be asked, the assessment criteria,and effective strategies for answering questions confidently and articulately.Chapter 2: Language ProficiencyOne of the key areas covered in the reference book is language proficiency. It includes exercises and practice questions to help candidates improve their grammar, vocabulary, and pronunciation. The book emphasizes the importance of clear and concise communication in the interview setting.Chapter 3: Teaching MethodologiesThe book introduces various teaching methodologies and pedagogical approaches that are commonly used in English language teaching. Candidates are encouraged to reflect on their own teaching experiences and consider how they can apply these methodologies in their own teaching practices.Chapter 4: Classroom ManagementEffective classroom management is essential for creating a conducive learning environment. The reference book provides practical tips and techniques for maintaining discipline, engaging students, and fostering a positive learning atmosphere.Chapter 5: Assessment and FeedbackThe book discusses different assessment methods and feedback strategies to evaluate student progress and provide constructive criticism. Candidates are encouraged to develop their own assessment tools and provide meaningful feedback to help students improve their language skills.Conclusion:In conclusion, Lu Ziwen's reference book for the postgraduate interview is a comprehensive resource for candidates seeking to enhance their English teaching design skills. By understanding the interview process, improving language proficiency, adopting effective teaching methodologies, mastering classroom management, and implementing assessment and feedback strategies, candidates can prepare themselves for success in the interview and excel as English language teachers.篇3Design of English Teaching Lu Ziwen Final Examination Reference BookAbstractThe purpose of this document is to provide a detailed introduction and analysis of the Final Examination ReferenceBook designed for the English teaching course by Lu Ziwen. The book is targeted at advanced learners of English and covers various aspects of the language including grammar, vocabulary, reading, writing, listening, and speaking. This document will provide a comprehensive overview of the content included in the book, as well as the rationale behind the design choices made by Lu Ziwen.IntroductionLu Ziwen is a renowned English teacher with over 10 years of experience in teaching English as a second language. He has developed a Final Examination Reference Book for advanced English learners to help them improve their language skills and prepare for the final examination. The book is designed to be comprehensive and cover all the key areas of English language learning.Content OverviewThe Final Examination Reference Book is divided into six main sections, each focusing on a different aspect of English language learning. The sections are as follows:1. Grammar: This section covers all the major grammar points in English, including tenses, articles, prepositions, andsentence structure. Each grammar point is explained in detail with examples and practice exercises.2. Vocabulary: This section focuses on expanding the learner's vocabulary by introducing new words and expressions commonly used in English. The section also includes exercises to help learners practice using the new vocabulary in context.3. Reading: This section includes a variety of reading passages on different topics, such as science, history, and literature. The passages are accompanied by comprehension questions to test the learner's understanding of the text.4. Writing: This section provides guidance on writing different types of essays, such as argumentative essays, narrative essays, and descriptive essays. The section also includes tips on effective writing techniques and strategies.5. Listening: This section includes audio recordings of conversations, interviews, and lectures in English. The recordings are followed by comprehension questions to test the learner's listening skills.6. Speaking: This section focuses on improving the learner's speaking skills by providing practice exercises on pronunciation, intonation, and conversational skills. The section also includesrole-playing activities to help learners practice speaking in different situations.Design RationaleThe design of the Final Examination Reference Book is based on the communicative approach to language teaching, which emphasizes the importance of creating opportunities for learners to practice using the language in real-life situations. The book includes a wide range of activities and exercises that encourage learners to interact with the language and apply their knowledge in practical contexts.Furthermore, the book is designed to be user-friendly and accessible to learners of all proficiency levels. The explanations are clear and concise, and the exercises are varied and engaging. The book also includes answer keys and explanations for all the exercises, allowing learners to check their own progress and understand any mistakes they make.ConclusionIn conclusion, the Final Examination Reference Book designed by Lu Ziwen is a valuable resource for advanced English learners looking to improve their language skills and prepare for the final examination. The book covers all the key areas ofEnglish language learning, including grammar, vocabulary, reading, writing, listening, and speaking, and is designed to be user-friendly and engaging. Learners who use this book can expect to see significant improvements in their English language proficiency and success in their final examination.。
(2024版)2024年智慧树知道网课《英语教学论》课后章节测试满分答案
可编辑修改精选全文完整版绪论单元测试1【判断题】 (2分)英语学科教学论，是介绍英语知识的一门课。
A.对B.错2【判断题】 (2分)英语学科教学论，是一门介绍如何教英语的课。
A.对B.错3【判断题】 (2分)关于教英语，需要了解相关的语言和语言学习的理论。
A.错B.对4【判断题】 (2分)关于教英语，还需要了解相关的教学方法、了解课堂管理的内容、学习教学设计的理念等。
A.错B.对5【判断题】 (2分)听说读写看的教学，是关于语言技能的教学。
A.错B.对第一章测试1【单选题】 (2分)Which is not the view of language? ( )A.Interactional ViewB.Structural ViewC.Functional ViewD.Constructive View2【单选题】 (2分)Which is not the view of language Learning? ( )A.Behaviorist TheoryB.Cognitive TheoryC.Schema TheoryD.Socio-constructive Theory3【单选题】 (2分)Which is from social-constructivist theory?A.stimulusB.ZPDC.reinforcementD.automatic response4【多选题】 (2分)For new language learning, the aspects that students need to do with are ( )A.Understand the formB.Understand the meaningC.Go abroad for studyingD.Practice the language5【多选题】 (2分)Which belong to process-oriented theory? ( )A.Socio-constructivist TheoryB.Schema TheoryC.Behaviorist TheoryD.Cognitive Theory6【多选题】 (2分)Which belong to condition-oriented theory? ( )A.Constructivist TheoryB.Behaviorist TheoryC.Socio-constructivist TheoryD.Cognitive Theory7【判断题】 (2分)The structural view of language is that language is a system of structurally related ele ments for the transmission of meaning. （）A.错B.对8【判断题】 (2分)The functional view only sees language as a means for doing things. ( )A.对B.错9【判断题】 (2分)For behaviorist theory, mistakes should be immediately corrected, and the correction s hould be immediately praised. ( )A.对B.错10【判断题】 (2分)Learning should be achieved via the dynamic interaction between the teacher and th e learner and between learners. ( )A.错B.对第三章测试1【判断题】 (2分)Teacher Talk Time means teacher should talk more in class and do not leave silence g ap in class. ( )A.对B.错2【判断题】 (2分)Remembering and understanding belong to the higher order thinking ability. ( )A.对B.错3【单选题】 (2分)Which one does not belong to the Bloom’s Taxonomy (2001)? ( )A.ApplyingB.AnalyzingC.RememberingD.Summarizing4【单选题】 (2分)For cognitive level of evaluating, the teacher may ask students the question like ( ).A.What is the relationship between A and B?B.How would you use this?C.Which is more interesting?D.What is the main idea of this paragraph?5【单选题】 (2分)For cognitive level of analyzing, the teacher may ask students the question like ( ).A.Which is more interesting, A or B?B.Can you compare A and B?C.Is there a better solution to this?D.What is an alternative method for this?6【多选题】 (2分)Which belong to teacher’s role? ( )A.controllerB.assessorC.prompterD.organizer7【多选题】 (2分)Teachers as facilitators means ( ).A.to guide them in planning and assessing their own learningB.to use various strategies to motivate learnersC.to develop their learning strategiesD.to create a positive learning environment8【多选题】 (2分)What are the two things that the teacher does as an assessor? ( )A.organizing feedbackB.controlling the paceC.correcting mistakesD.making research on student’s performance9【判断题】 (2分)Even the clearest instructions can be hard to grasp so, after you've given them, it's wo rth checking that they have been understood. ( )A.对B.错10【判断题】 (2分)Allow learners in class the time and the quiet they need, because they need time to thi nk, to prepare what they are going to say and how they are going to say it. ( )A.对B.错第四章测试1【单选题】 (2分)For WHERETO teaching design principle, W refers to ( ).A.allow students to evaluate their work and its implication’sB.be tailored (personalized) to the different needs, interests, and abilities of learnersC.equip students, help them experience the key ideas and explore the issuesD.help the students know where the unit is going and what is expected2【单选题】 (2分)For WHERETO teaching design principle, R refers to ( ).A.help the students know where the unit is going and what is expectedB.allow students to evaluate their work and its implication’sC.equip students, help them experience the key ideas and explore the issuesD.provide opportunities to rethink and revise their understandings and work3【单选题】 (2分)Which belongs to teaching design principle? ( )A.WHERETOB.ESAC.SMARTD.ABCD4【多选题】 (2分)What does WHERETO teaching design principle refer? ( )A.equip students, help them experience the key ideas and explore the issuesB.help the students know where the unit is going and what is expectedC.allow students to evaluate their work and its implication’sD.hook all students and hold their interest5【多选题】 (2分)What are the frequently applied teaching models? ( )A.WHERETO ModelB.Backward Design ModelC.ASSURE ModelD.ADDIE Model6【多选题】 (2分)What are the four elements of articulating learning objectives? ( )A.ConditionB.AudienceC.DegreeD.Behavior7【判断题】 (2分)Develop student’s reading skills. This learning objective is appropriately presented. ( )A.错B.8【判断题】 (2分)SMART is the method for articulating learning objectives. ( )A.对B.错9【判断题】 (2分)Activation of prior knowledge means activating cognitive structures that relate to the to pics and tasks to be studied and completed. ( )A.错B.对10【判断题】 (2分)The purpose of teaching design is to implement teaching effectively. ( )A.B.对第五章测试1【单选题】 (2分)What is used to express meanings in many subtle ways such as surprise, complaint, s arcasm, delighted, threats, etc.? ( )A.PronunciationB.morphologyC.PhonologyD.Intonation2【单选题】 (2分)What is the best age to start learning to read through phonics? ( )A.4-6B.C.1-2D.2-33【单选题】 (2分)After learning the individual letters’ sounds, it is natural to learn the sounds o f ? ( )A.consonant lettersB.blending lettersC.all of the aboveD.vowel letters4【多选题】 (2分)Which generally should be pronounced as weak form while reading aloud? ( )A.Auxiliary wordB.C.VerbD.Preposition5【多选题】 (2分)Phonics is a method for teaching and of the English language by develo ping learners' phonemic awareness—the ability to hear, identify, and manipulate phon emes—in order to teach the correspondence between these sounds and the spelling p atterns that represent them. ( )A.speakingB.writingC.listeningD.reading6【多选题】 (2分)Sound /k/ can be spelled as ? ( )A.kB.chC.ckD.c7【判断题】 (2分)Research has shown that children who have not developed reading skills by second gr ade, will experience an overall delay in learning throughout their school life. ( )A.对B.错8【判断题】 (2分)Understanding phonics will also help children know which letters to use when they ar e writing words. ( )A.对B.错9【判断题】 (2分)A lot of people start the journey of teaching kids phonics through the traditional ways, l ike teaching them to read, and this is the best way to follow. ( )A.错B.对10【判断题】 (2分)Written language can be compared to a code, so knowing the sounds of individual lett ers and how those letters sound when they’re combined will help children code word s as they read. ( )A.对B.错第六章测试1【单选题】 (2分)What does the first aspect of vocabulary learning involve according to Hedge (200 0)? ( )A.The sense relations among words.B.Connotative meaning.C.Denotative meaning.D.Denotative and connotative meaning.2【单选题】 (2分)Which is not the appropriate way of consolidating vocabulary? ( )A.Play a game.B.Categories.C.Spot the difference.D.Guessing.3【单选题】 (2分)Which is not a collocation? ( )A.See a movie.B.Watch a play.C.Movie.D.Look at a picture.4【多选题】 (2分)According to Hedge (2000), what does the second aspect of vocabulary learning invol ve? ( )A.Spelling and PronunciationB.Collocations.C.Synonyms, antonyms and hyponyms.D.Receptive and productive vocabulary.5【多选题】 (2分)What does knowing a word involve? ( )A.How and when to use it to express the intended meaning.B.Its meaning.C.Its spelling and grammatical properties.D.Its pronunciation and stress.6【多选题】 (2分)Which belong to vocabulary learning strategies? ( )A.Use a dictionary.B.Review regularly.C.Guessing from context.D.Presenting vocabulary.7【判断题】 (2分)Denotative meaning refers to those words that we use to label things as regards real o bjects, such as a name or a sign, etc. in the physical world. ( )A.错B.对8【判断题】 (2分)Antonyms refer to the sameness or close similarity of meaning or we can say that wor ds are close in meaning. ( )A.对B.错9【判断题】 (2分)Receptive/passive vocabulary refers to words that one is able to recognize and compr ehend in reading or listening but unable to use automatically in speaking or writing. ( )A.错B.对10【判断题】 (2分)Collocations refer to words that co-occur with high frequency and have been accepte d as ways for the use of words. ( )A.对B.错第七章测试1【单选题】 (2分)Deductive reasoning is essentially a approach which moves from the more gen eral to the more specific. ( )A.gameB.down-topC.traditionalD.top-down2【单选题】 (2分)is an approach that removes you, the teacher, from the main role of “explainer” and ex tends to the students the opportunity to question and discover the target grammar. ( )A.The guided discovery methodB.Mechanical practiceC.Deductive methodD.Inductive method3【单选题】 (2分)usually comes after mechanical practice. ( )A.The guided discovery methodB.Meaningful practiceC.Deductive methodD.Inductive method4【多选题】 (2分)Although a little less effective than inductive teaching, benefits to the deductive approa ch are: ( )A.It encourages faster learning of material and understand the meaningB.Time in the classroom is spent only on the language principle.C.Most material can be easily taught this way.D.Students can have lots of interaction with others in a meaningful context.5【多选题】 (2分)Although inductive teaching takes longer than deductive, many educators agree it i s a very efficient method in the long run. Benefits include: ( )A.Students rely on their critical thinking to figure out the language.B.Students can gain deeper understanding of the language.C.Students can get more interaction and participation among each other.D.No material can be easily taught this way.6【多选题】 (2分)Using prompts has proved to be an effective way of grammar practice. The prompts ca n be: ( )A.picturesB.tablesC.key wordsD.mines7【判断题】 (2分)The deductive and inductive teaching methods can be illustrated in this picture. ( )A.对B.错8【判断题】 (2分)That the students are asked to produce language based on pictures and key phrase s provided by the teacher is using chained phrases for storytelling. ( )A.对B.错9【判断题】 (2分)In mechanical practice the focus is on the production, comprehension or exchange o f meaning through the students “keep an eye on” the way newly learned structures ar e used in the process. ( )A.对B.错10【判断题】 (2分)Grammar practice is usually divided into two categories, mechanical practice and mea ningful practice. ( )A.错B.对第八章测试1【单选题】 (2分)Which is not involved in bottom-up processing while listening? ( )A.Recognizing phrases.B.Referring meaning from background knowledge.C.Recognizing structures.D.Recognizing sounds of words.2【单选题】 (2分)Which is not the stage of listening teaching? ( )A.While-listening.B.Predicting.C.Pre-listening.D.Post-listening.3【单选题】 (2分)Which is not the main listening difficulty of learners? ( )A.Quickly forget what is heard.B.Neglect the next part when thinking about meaning.C.Able to form a mental representation from words heard.D.Do not recognize words they know.4【多选题】 (2分)What are two models that are frequently used to describe different processes of listeni ng? ( )A.Top-up model.B.Top-down model.C.Bottom-up model.D.Bottom-down model.5【多选题】 (2分)Which belong to principles for teaching listening? ( )A.Focus on process.B.Combine listening with other skills.C.Focus on the comprehension of meaning.D.Grade difficulty level appropriately.6【多选题】 (2分)What are three main categories that affect the difficulty level of listening tasks accordin g to Anderson and lynch (1988)? ( )A.Context in which the listening occurs.B.Bottom-up and top-down approaches.C.Type of language used.D.Task or purpose in listening.7【判断题】 (2分)Bottom-up and top-down these two processes are mutually dependent. ( ）A.对B.错8【判断题】 (2分)It is important to develop listening skills together with other skills because ordinarily list ening is not an isolated skill. ( )A.错B.对9【判断题】 (2分)Multiple-choice tests play a decisive role in helping students develop good listening ha bits and strategies. ( )A.错B.对10【判断题】 (2分)In the top-down model, listening for gist and making use of the contextual clues and ba ckground knowledge to construct meaning are emphasized. ( )A.对B.错第九章测试1【单选题】 (2分)Which is not the principle for teaching speaking? ( )A.Maximizing meaning interactions.B.Problem-solving activities.C.Personalizing practice.D.Contextualizing practice.2【单选题】 (2分)Which practice is not structure-based with a focus on forms? ( )A.Grammar learning.B.Syntax learning.C.Providing sufficient opportunities for students to develop fluency.D.Vocabulary learning.3【单选题】 (2分)Which of the following activities is often used to develop students’ speaking accurac y? ( )A.Acting out the dialogue in the text.B.Having discussions in groups.C.Describing people in pair.D.Identifying and correcting oral mistakes.4【多选题】 (2分)Like all the other skills, what strategies does speaking involve?( )A.Turn taking.B.Asking for clarification.C.Initiating a conversation.D.Ending a conversation.5【多选题】 (2分)Which belong to common features of spoken language according to Bygate (1987)? ( )A.Using devices such as fillers, hesitation device to give time to think before speaking.B.Taking short cuts, e.g. incomplete sentences.C.Using less complex syntax.D.Using fixed conventional phrases or chunks.6【多选题】 (2分)Which belong to typical speaking tasks? ( )A.Problem-solving activities.B.Dialogues and role-plays.C.Doing translation exercises.D.Information-gap activities.7【判断题】 (2分)Maintaining a balance between accuracy-based and fluency-based practices is essenti al in teaching speaking.( )A.对B.错8【判断题】 (2分)Speaking is the skill that the students will be judged upon most in simulated situation s. ( )A.错B.对9【判断题】 (2分)Problem-solving activities tend to be productive because there is a clear objective to b e reached or problem to be solved and require a higher level of language proficienc y. ( )A.错B.对10【判断题】 (2分)Designing speaking activities that maximize students’ opportunity to speak is one of th e central tasks for language teachers. ( )A.错B.对第十章测试1【单选题】 (2分)Which is not the teaching step of viewing teaching? ( )A.What message does the image transmit?B.What do you feel?C.What can you touch?D.What can you see?2【单选题】 (2分)Which is not the three-dimension paradigm by Serafini (2014)? ( )A.StructuralB.IntellectualC.IdeologicalD.Perceptual3【单选题】 (2分)What is the definition of Visual literacy? ( )A.With technology, images and visual presentations are flourishing more than ever.B.It means student's ability to “use, interpret, analyze, and think critically about visual images and the signi ficance of what they are seeing”.C.This involves exploring how ideas and emotions are expressed and the use of lighting to create an emoti onal or physiological point.D.Visual literacy is based on the idea that can be "read" and that meaning can be through a process of re ading.4【多选题】 (2分)Which are the teaching steps of viewing teaching? ( )A.What can you touch?B.What is the image trying to tell us?C.What can you see?D.What do you feel?5【多选题】 (2分)What are the pedagogical questions that the teacher can use in class to develop learn ers’ visual literacy? ( )A.How could you change/improve this image?B.What more can we find out?C.What does this image say to us?D.Where has this image come from?6【多选题】 (2分)What can be used as visual literacy clues to facilitate identifying the visual products? ( )A.ColorB.ShapeC.GestureD.Lighting7【判断题】 (2分)We need to consider the active viewer as well and engage the students' creative or cur ative responses to the image. ( )A.错B.对8【判断题】 (2分)One of the most effective ways to encourage information to make that important jump f rom the limited short-term memory to the more powerful long-term memory is to pair te xt with images. ( )A.错B.对9【判断题】 (2分)As these students travel on their road to fluency in English, images can provide an eff ective bridge in that learning process. ( )A.错B.对10【判断题】 (2分)Information presented visually is processed extremely quickly by the brain. ( )A.对B.错第十一章测试1【单选题】 (2分)When expectations are set up, what kind of process of reading is ready to begin? ( )A.ForcedB.PassiveC.NegativeD.Active2【单选题】 (2分)What does bottom-up model mean? ( )A.The teacher should teach the background knowledge first, so that students equipped with such knowled ge will be able to guess meaning from the printed page.B.The teacher teaches reading by introducing vocabulary and new words first and then going over the tex t sentence by sentence.C.None of the above.D.Not only linguistic knowledge but also background knowledge is involved in reading.3【单选题】 (2分)Which is not the reading skill that the learners should be developed in reading clas s? ( )A.Making prediction based on vocabulary or titleB.Guessing the word’s meaningC.Cooperating with othersD.Making inference4【多选题】 (2分)What are the principles for reading teaching? ( )A.Prediction is a major factor in reading.B.Students should be encouraged to respond to the content of a reading text, not just to the language.C.Students need to be engaged with what they are reading.D.Good teachers exploit reading texts to the full.5【多选题】 (2分)What are the models for reading teaching? ( )A.Top-down ModelB.Discovery ModelC.Interactive ModelD.Bottom-up Model6【多选题】 (2分)Find out the reading skills that the learners should be cultivated in reading class. ( )A.Making inferenceB.SkimmingC.ScanningD.Guessing the word’s meaning7【判断题】 (2分)As with everything else in lessons, students who are not engaged with the reading tex t will not actively interested in what they are doing. ( )A.错B.对8【判断题】 (2分)In the Top-down Model, the teacher teaches reading by introducing vocabulary and ne w words first and then going over the text sentence by sentence. ( )A.错B.对9【判断题】 (2分)According to the Interactive Model of reading, when one is reading, the brain receive s visual information, and at the same time, interprets or reconstructs the meaning tha t the writer had in mind when he wrote the text. ( )A.错B.对10【判断题】 (2分)Reading comprehension involves extracting the relevant information from the text as e fficiently as possible, connecting the information from the written message with one’s o wn knowledge to arrive at an understanding. ( )A.错B.对第十二章测试1【单选题】 (2分)Which will not help teachers motivate students to write? ( )A.Encourage collaborative group writing as well as individual writing.B.Leave students less room for creativity and imagination.C.Make the topic of writing as close as possible to students' life.D.Provide constructive and positive feedback.2【单选题】 (2分)What product-oriented method of teaching writing mean? ( )A.Writing activities should serve to encourage a process of brainstorming, drafting, writing, feedback, revis ing and editing, which proceeds in a cyclical fashion resembling the writing process of a real writer.B.It pays great attention to the accuracy of the final product but ignores the process, which the students g o through to reach the final goal.C.The process approach to writing does not only pay attention to what students do while they are writing, i t also attaches great importance to what they and the teacher do before they start writing and after they f inish writing.D.What really matter is the help that the teacher provides to guide students through the process that they undergo when they are writing.3【单选题】 (2分)What does process approach to writing mean? ( )A.What really matter is the help that the teacher provides to guide students through the process that they undergo when they are writing.B.Encourage feedback both from themselves.C.Do not give students time to discover what they want to say as they write.D.Teaching writing pays great attention to the accuracy of the final product but ignores the process.4【多选题】 (2分)Which principles can help teachers motivate students to write? ( )A.Leave students enough room for creativity and imagination.B.Provide opportunities for students to share their writings.C.Make the topic of writing as close as possible to students' life.D.Encourage collaborative group writing as well as individual writing.5【多选题】 (2分)Which principles will motivate students to write? ( )A.Give students a sense of achievement from time to time.B.Leave students less room for creativity and imagination.C.。
中学英语教学设计鲁子问华东师范版课后答案
中学英语教学设计鲁子问华东师范版课后答案1、7．—________ is the Shanghai Wild Animal Park?—It’s 15km east of the Bund. [单选题] * A．WhoB．WhatC．WhenD．Where (正确答案)2、For more information, please _______ us as soon as possible. [单选题] *A. confidentB. confidenceC. contact(正确答案)D. concert3、27．Will it ______ warm in the room? [单选题] *A．areB．be(正确答案)C．isD．going to be4、1——May I help you? You seem to be having some problems.——_______ , thanks. Ithink I can manage. [单选题] *A. All rightB. No problemC. It’s all right(正确答案)D. There’s no way5、I will _______ from Hunan University next year. [单选题] *A. learnB. studyC. graduate(正确答案)D. come6、—Look at those purple gloves! Are they ______, Mary?—No, they aren’t. ______ are pink. （）[单选题] *A. you; IB. your; MyC. yours; Mine(正确答案)D. you; Me7、This is the news _______ you want to know. [单选题] *A. that(正确答案)B. whatC. whenD. who8、Don’t _______. He is OK. [单选题] *A. worry(正确答案)B. worried aboutC. worry aboutD. worried9、Bob is young, _______ he knows a lot. [单选题] *A. becauseB. soC. but(正确答案)D. unless10、Don’t talk _______. Your grandmother is sleeping now. [单选题] *A. happilyB. nearlyC. loudly(正确答案)D. hardly11、—______is my notebook？—Look! It’s in your schoolbag.（）[单选题] *A. WhatB. WhichC. Where(正确答案)D. How12、Many people believe that _________one has, _______ one is, but actually it is not true. [单选题] *A. the more money ; the happier(正确答案)B. the more money ; the more happyC. the less money ; the happierD. the less money ; the more happy13、35．Everyone in China ______ Mid-Autumn Day. [单选题] *A．likes(正确答案)B．likeC．is likingD．are like14、I took?some _______of the Great Wall?in China last year. [单选题] *A. potatoesB. tomatoesC. photos(正确答案)D. paintings15、Mary _______ a small gift yesterday, but she didn’t _______ it. [单选题] *A. accepted; receiveB. received; accept(正确答案)C. receives; acceptedD. accepts; received16、Miss Smith is a friend of _____. [单选题] *A. Jack’s sister’s(正确答案)B. Jack’s sisterC. Jack sister’sD. Jack sister17、Finally,I have _____ interesting to share with you,and I am sure you will be interested in it. [单选题] *A. everythingB. something(正确答案)C. nothingD. anything18、Generally speaking, it is _______ to ask a woman’s age in western countries. [单选题] *A. possibleB. importantC. not polite(正确答案)D. polite19、Many young people like to _______ at weekends. [单选题] *A. eat out(正确答案)B. eat upC. eat onD. eat with20、I don't know the man _____ you are talking about. [单选题] *A. who'sB. whose(正确答案)C. whomD. which21、We are looking forward to _______ you again. [单选题] *A. seeB. sawC. seeing(正确答案)D. seen22、At half past three she went back to the school to pick him up. [单选题] *A. 等他B. 送他(正确答案)C. 抱他D. 接他23、38．These workers ___________ this bridge since one year ago. [单选题] * A．buildB．are buildingC．have built (正确答案)D．built24、Now he is _______ his homework. [单选题] *A. busyB. busy with(正确答案)C. busy with doingD. busy does25、They all choose me ______ our class monitor.（）[单选题] *A. as(正确答案)B. inC. withD. on26、______ in the library. （）[单选题] *A. Don’t smokingB. No smokeC. No smoking(正确答案)D. Doesn’t smoke27、Tom’s sister is a nurse. I met _______ in the street yesterday . [单选题] *A. sheB. hersC. himD. her(正确答案)28、Sichuan used to have more people than ______ province in China. [单选题] *A. otherB. any other(正确答案)C. anotherD. any others29、Some students are able to find jobs after graduation while _____will return to school for an advanced degree. [单选题] *A. otherB. anotherC. others(正确答案)D. the other30、We will _______ Mary this Sunday. [单选题] *A. call on(正确答案)B. go onC. keep onD. carry on。
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Chapter 7 Process of English Teaching in Schools
Section 1
After studying this section, have you learned
(1) the basic principles of CLT and TBLT?
(2) the stages in CLT and TBLT classes?
(3) some ways to solve problems that occur in classrooms?
Key: (1) The basic principles include: 1) there should be clear goals for each task-based lesson; 2) the goals of TBLT instruction cover language structure and vocabulary and accuracy, complexity and fluency; 3) the goals can also be developing learning strategies or integrating prior lessons, not necessarily just the knowledge or skills taught in the unit; 4) there should be a variety of goals to ensure systematic language development.
(2) The stages in CLT and TBLT classes include pre-task stage, while-task stage and post-task stage. The pre-task stage includes task preparation and planning, during which students can use mind-maps, activate background knowledge, introduce new materials and provide sample tasks or imitation and practice. The while-task stage is a process of language acquisition. Group task or individual task could be designed. And the teacher should give explicit instructions. The post-task stage can attend to language forms, at which students are given opportunities to repeat the tasks and are encouraged to reflect on the
process of task accomplishment and focus on form. This stage includes task reflection and students’ reflection and feedback.
(3) When problems occur in classrooms, the teacher should first stay calm to reevaluate the situation. Then, the teacher can analyze the situation and find out the reasons: it is because students don’t understand the instructions or they are not able to complete the task? The teacher can also choose to talk with students over the problems and the solutions. One thing to bear in mind is that classroom activities don’t have to be consistent with the teaching plan. Flexibility and adjustability are needed when necessary.
Section 2
1. What is the essence of PWP process?
Key: The essence of PWP process is that learning is a process, which is the law of conception. Students first get to know new knowledge with what they have known; then they process new knowledge; finally, they need to practice and revise what they have learned to deepen their understanding.
2. How can you connect TBL with PWP?
Key: In TBL, there are three stages: the pre-task stage, the while-task stage and the post-task stage, while in PWP, there are also three similar stages: the pre-stage, the while-stage and the post-stage. Both TBL and PWP divide teaching and learning into several stages and allow time for students’ understanding and
assimilation. The difference is that TBL concerns with tasks while PWP concerns with classroom activities.。