英语教学法二

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英语教学法教程Unit2-Communicative-PrinciplesTBLTppt课件

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1.linguistic competence语言能力是指理解语
言本身，语言形式及其意义的能力。语言能力包含了拼写、发音、词汇、构词、语法、句型和语义等方面的能力。语言能力是交际能力的基石，一个不可缺少的组成部份。
2.pragmatic competence语用能力是指学习
者在特定的语境中针对特定的对象知道如何合适清晰地表达自己的意图的能力。用 Hymes 的话说就是知道 “何时说，何时不说，和谁，什么时
2任务链taskcycle由做任务学生分步骤执行任务计划就如何报告任务的结果做准备工作以及报告学生代表汇报任务完成情况三个环节组成3语言焦点languagefocus也叫语言分析在教师的引导下做以语言为焦点的活动如找与话题相关的单词短语句型等
Unit 2 Communicative Principles & TBLT
❖ knowing whether something is in line with social norms (appropriateness in a social context);知道是否得体
❖ knowing whether or not something is in fact done (what the language performance entails).知道实施的条件
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Question:
Why is CLT highly promoted in FLT?
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Questions
Q1: What are the differences between language used in real life and language taught in the traditional FLT ? Q2: What is the final goal of FLT? And how to achieve it? (P.14-15) ❖ In real life:

英语教学法第二版复习提纲

Unit 1 Language and Learning1. Language:” Language is a system of arbitrary vocal symbols used for human communication.”5. The language learning theory underlying an approach or method usually answers two questions:1) What are the psycholinguistic and cognitive processes involved in language learning?2) What are the conditions that need to be met in order for these learning processes to be activated?6.1) Process-oriented theories are concerned with how the mind processes new information, such as habit formation, induction, making inference, hypothesis testing and generalization.2) Condition-oriented theories emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, what kind of input learners receive, and the learning atmosphere.2. Three views of languageStructural view: language as a linguistic systemThe functional view: a linguistic system but also as a means for doing things.The interactional view:a communicative tool3. Four Language Learning Theories1Behaviorist theoryA stimulus-response theory of psychologyAudio-lingual methodCognitive theoryLanguage as an intricate rule-based systemLanguage competence (knowledge of language system)Constructivist theoryThe learner constructs meaning based on his/her own experiences and what is already known.Socio-constructivist theory“Zone of Proximal Development” (ZPD); scaffoldingEmphasizing interaction and engagement with TL in a social context4. What makes a good language teacherprofessional competenceEthic devotion: warm-hearted, caring, enthusiastic, hardworking, well-prepared Professional qualities: resourceful, well-informed, professionally-trained, authoritative, disciplined, accurate, creativePersonal styles: patient, attentive, flexible, humorous, dynamic, intuitive5. How can one become a good language teacherW allace’s (1991) ‘reflective modelStage 1: language developmentStage 2: learning, practice, reflectionGoal: professional competenceUnit 2 Communicative Principles and Activities1. The ultimate goal of foreign language teaching is to enable the students to use theforeign language in work or life when necessary.1. The goal of CLT is to develop students‟ communicative competence.2.What is communicative compentence?3.Try to list some of its components and their implication to teaching.Communicative compentence refers to both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations. According to Hedge, it includes five components.Linguistic competence --- knowledge of the language itself, its form and meaning Pragmatic competence --- the appropriate use of language in social contextDiscourse competence--- one‟s ability to create cohere nt written text or conversation and the ability to understand them (ability to express or to understand a topic logically and coherently by effectively employing or comprehending the cohesive markers used in the discourse /ability to initiate, develop, enter, interrupt, check, or confirm in a conversation)Strategic competence--- strategies one employs when there is communication breakdown due to lack of resourcesFluency---- one‟s ability to …link units of speech together with facility and without strain or inappropriate slowness or undue hesitation4.Implications for teaching and learning:Linguistic competenceTeachers need to help learners----achieve accuracy in the grammatical forms of the language;----pronounce the forms accurately;----use stress, rhythm, and intonation to express meaning;----build a range of vocabulary;----learn the script and spelling rules;----achieve accuracy in syntax and word formation.Pragmatic competenceTeachers need to help learners---learn the relationship between grammatical forms and functions;---use stress and intonation to express attitude and emotion;---learn the scale of formality;---understand and use emotive tone;---use the grammatical rules of language;---select language forms appropriate to topic, listener, or setting, etc.Discourse competenceTeachers need to help learners----take longer turns, use discourse markers and open and close conversations;----appreciate and be able to produce contextualised written texts in a variety of genres; ----be able to use cohesive devices in reading and writing texts;----be able to cope with authentic texts.Strategic competenceTeachers need to enable learners----to take risks in using the language;----to use a range of communicative strategies;----to learn the language needed to engage in some of these strategies, e.g. …What do you call a thing that/person who…‟Teachers need to help learners-----deal with the information gap of real discourse;-----process language and respond appropriately with a degree of ease;-----be able to respond with reasonable speed in …real time”.5. Richards and Rodgers(1986:72)three principles of Communicative language teaching1) Communication principle: Activities that involve real communication promote learning.2) Task principle: Activities in which language is used for carrying out meaningful taskpromote learning.3) Meaningfulness principle: Language that is meaningful to the learner supports he learning process.16. Littlewood’s (1981)classification of communicative activities:1). Functional communicative activities:2). Social interaction activities:(1). Functional communicative activities:~ Identifying pictures~ Discovering identical pairs~ Discovering sequences or locations~ Discovering missing information~ Discovering missing features~ Discovering "secrets"~Communicating patterns and pictures~ Communicative models~ Discovering differences~ Following directions~ Reconstructing story-sequences~ Pooling information to solve a problem(2). Social interaction activities:~ Role-playing through cued dialogues~Role-playing through cues and information~Role-playing through situation and goals--Role-playing through debate or discussion~ Large-scale simulation activities~ Improvisation17.Ellis (1990) has listed six criteria for evaluating communicative classroom activities:1). Communicative purpose:2). Communicative desire:3). Content, not form:4). Variety of language:5). No teacher intervention:A task is believed to have four components:a purpose,a context,a product.任务情景化:有需要解决的问题;需要行动或语言+非语言类任务目标化学会行动;完成语言+非语言类任务复杂性;复杂成果;难以预料短期内不明显练习情景化:无需要解决的问题;纯语言练习（理想的是，一次解决一个语言难点）目标化学会行动;完成纯语言练习复杂性;单一成果;事先预设，明显但有限度（对/错）6.Differences between PPP and TBLT1.The way students use and experience language in TBLT is radically different from PPP. Free of language controlA genuine need to use language to communicateA free exchange of ideasAppropriateness & accuracy of language form in general, not production of a single form A genuine need for accuracy and fluency2TBL can provide a context for grammar teaching and form-focused activities.A task-established contextEncouraged to think, analyze, not simply to repeat, manipulate and apply A more varied exposure to natural languageLanguage forms not pre-selected for focusLearner-free selection of languageFluency accuracy (+fluency)Integrated skills practisedProblems with CLT1.Is it practical in the Chinese context?2.How to design the syllabus for classroom teaching?3.Is it suitable for all age level of learners or all competence level of learners? Constraints of TBLT1.It may not be effective for presenting new language items2.Time: teachers have to prepare task-based activities very carefully.3.Culture of learning4.Level of difficultyUnit 3National English Curriculum3.1 A brief history of foreign language teaching in China1A phase of restoration (1978-1985)2A phase of rapid development (1986-1992)3A phase of reform (1993-2000)4A phase of innovation from 20002,Designing principles for the National English Curriculum1) Aim for educating all students, and emphasize quality-oriented education.2) Promote learner-centeredness, and respect individual differences.3. Develop competence-based objectives, and allow flexibility and adaptability4) Pay close attention to the learning process, and advocate experiential learning and participation5. Attach particular importance to formative assessment, and give special attention to the development of competence.6. Optimize learning resources, and maximize opportunities for learning and using the language.3.3Goals and objectives of English language teachingThe new curriculum is designed to promote students‟ overall language ability3.4 Design of the National English CurriculumNine competence-based levelsLevel 2,For 6th gradersLevel 5,For 9th gradersLevel 7,For senior high school leaversUnit 4 Lesson Planning18. Lesson planningLesson planning means making decisions in advance about what techniques, activities and materials will be used in the class.19. Why is lesson planning necessary?1)Makes teachers aware of the aims and language contents of the lesson, so as to plan the activities and choose the techniques accordingly;2)Helps teachers distinguish the various stages of a lesson and see the relationship between them so that the activities of different difficulty levels can be arranged properly and the lesson can move smoothly from one stage to another;3)Gives teachers the opportunity to anticipate potential problems so that they can be prepared;4)Gives teachers, esp. novice ones, confidence in class;5)Raises teachers‟ awareness of the teaching aids needed;6)Planning is a good practice and a sign of professionalism21. There are four major principles behind good lesson planning:AimVariety means planning a number of different types of activities and where possible introducing students to a wide selection of materials so that learning is always interesting, motivating and never monotonous for the students.Flexibility means planning to use a number of different methods and techniques rather than being a slave to one methodology. This will make teaching and learning more effective and more efficient.Learnability means the contents and tasks planned for the lesson should be within the learning capability of the students. Of course, things should not be too easy either. Doing things that are beyond or below the students' coping ability will diminish their motivation (Schumann, 1999).Linkage means the stages and the steps within each stage are planned in such a way that they are somehow linked with one another. Language learning needs recycling and reinforcement.24. Lesson planning should be done at two levels:Macro planning is planning over time, for instance, the planning for a month, a term, or the whole course.micro planning: is planning for a specific lesson, which usually lasts 40 or 50 minutes. 25.Macro planning involves:1) Knowing about the course:2) Knowing about the institution:3) Knowing about the learners:4) Knowing about the curriculum/syllabus5)Knowing about the textbook6)Knowing about the objectives26. The advantage of a concrete teaching plan:Teachers can follow it in the class and check what they have done;The plan will be the basis of a record of what has been covered in class;It will make it easier to make achievement tests later;It will be good records for the entire course.4.4 Components of a Lesson Plan1.Background information2.Teaching aimsnguage contents and skills4.Stages and procedures5.Teaching aids6.end of lesson summary7.optional activities and Assignments8.after-lesson reflection28. The aims of a lesson include:language components to present,communicative skills to practice,activities to conductmaterials to be usedteaching aids to be used.Unit 5 Classroom Management1.What is classroom management?Classroom Management refers to the way teachers organize what goes on in the classroom.1. Teachers’ roles:Before the class---PlannerDuring the class—1 Controlle2 Assessor3 Organizer4 Prompter5 Participant6 Resource-providerAfter the class---Evaluatornew roles:facilitatorsguidesresearcher s2.Rules to follow for making instructions effectiveTo use simple instructions and make them suit the comprehension level of thestudents.To use the mother-tongue only when it is necessary. (to explain grammar rules or rules for a game or task which may be too complicated to explain in the targetlanguage)3. What are the most common types of Ss grouping?Whole class workPair work,Group work,Individual study:4.How to maintain discipline?P.79When students are engaged in learning, they will be disciplined.Q: How to engage students in learning?1)Ss are clear about learning purpose;2)Ss are able to do the work but find it challenging;3)Ss are emotionally, physically and intellectually involved by the tasks;4)The presentation, variety and structure of the work and activities generate curiosity and interest;5)Ss have opportunities to ask questions and try out ideas;6)Ss can see what they have achieved and how they had made progress;7)Ss get a feeling of satisfaction and enjoyment from the work.4. Harmer’s suggestions on measures for undisciplined acts and badly behaving Ss:1). Act immediately2). Stop the class3).Rearrange the seats4).Change the activity5).Talk to Ss after class6).creat a code of behavior5. In order not to hurt the Ss,Ur’s advice on problems in class:1).Deal with it quietly2).Don‟t take things personally 对事不对人3).Do not use threats6. What are the functions or purposes of questions?To focus students‟ attentionsTo invite thinking or imaginationsTo check understandingTo stimulate recall of informationTo challenge studentsTo assess learning7How to ask effective question1)Questions should be closely linked to the learning objectives in the lesson;2)Questions should be staged so that the level of challenge increases as the lesson proceeds;3)There should be a balance between closed and open, lower-order and higher-order questions;4)Wait time is important to allow students to think through their answers;5)Ss should be provided opportunities to ask their own questions and seek their own answers;6)A secure and relaxed atmosphere of trust is needed and ss‟ opinions and ideas are valued..6. correct dealing with errors and mistakeswe need to be clear whether the task or activity is focusing on accuracy or fluency.How to correct error：Direct teacher correctionIndirect teacher correctionSelf correctionPeer correctionWhole class correctionUnit 6Teaching Pronunciation1.The role of pronunciationOn the value of teaching pronunciation, there are different opinions:1.Students do not need to learn pronunciation because pronunciation will take care of itself as the students develop overall language ability.2.Failure in pronunciation is a great hindrance to language learn.2. The goals of teaching pronunciation:目的Consistency 连贯性: To be smooth naturalIntelligibility可理解性:To be understandable to the listenersCommunicative efficiency: To help convey the speakers‟ meaning3. Three aspects of pronunciation to teach? Stress, intonation, rhythm4. One common problem in learning English of Ss: (Neglect stress and intonation)5. Ways of practicing soundsPerception practice :Using minimal pairs,Which order,Same or different,Odd one out, CompletionProduction practice: Listen and repeat,Fill in the blanks,Make up sentences,Use meaningful context,Use pictures,Use tongue twisters6. Practicing stress:1).Two kinds of stress: word-level stress ; phrase-level stress2).Three ways to show stress pattern of words:Use gestures, use the voice, use theblackboard7. Practicing intonation:1). There are many subtle ways: surprise, complaint, …sarcasm讥讽，friendliness, threats etc.2). Two ways to make intonation:Use hand or arm movement to indicate change of intonaton: rising/falling arrows; draw linesUnit 7. Teaching Grammar1. What are grammar presentation methods? 演示法Deductive method演义法; Inductive method归纳法the guided discovery method (引导发现法2. Deductive method1). Definition: It relies on reasoning, analyzing and comparing.2). Steps: giving rules/definition------giving examples3). Advantages:To be successful with selected and motivated students;To save time;To help to increase students‟ confidence in some exam.4). Disadvantages:To teach grammar in the isolated way;To pay little attention to meaning;To be often mechanical practice.3. Inductive method1).Definition: the teacher induces the learners to realise grammar rules without any form of explicit explanation2). Steps: give examples-----induce rules4). Advantages: Inductive method is more effective in that students discover thegrammar rules themselves while engaged in language use,4. Ur’s definition of grammar practice:"Practice may be defined as any kind of engaging with结合/保证the language on the part of the learner, usually under the teacher supervision, whose primaryobjective(aim/task) is to consolidate learning "(Ur, 1988:11).5. Ur’s six factors contribute to successful grammar practice:1) Pre-learning.2) Volume and repetition(容量/重复).3) Success-orientation成功性联系.4) Heterogeneity多样性.5) Teacher assistance.6) Interest.6. Two categories of grammar practice:Mechanical practiceMeaningful practice.1).Mechanical practice involves activities that are aimed at form accuracy.Two drills in mechanical practice:(1) Substitution drills (2) Transformation drills2). Meaningful practice.In meaningful practice the focus is on the production, comprehension orexchange meaning though the students "keep an eye on" the way newly learnedstructures are used in the process. Meaningful practice usually comes aftermechanical practice.7. Using prompts for practice:1). Using picture prompts. Ss produce sentences based on the pictures provided2). Using mime or gestures as prompts.3).Using information sheet as prompts. E.g.:4). Using key phrases or key words as prompts.5). Using chained phrases for story telling.6). Using created situations.Unit 8 Teaching Vocabulary1. What does knowing a word involve?Knowing a word means knowing its pronunciation and stress;Knowing a word means knowing its spelling and grammatical properties;Knowing a word means knowing its meaning;Knowing a word means knowing how and when to use it to express the intended meaning.Vocabulary learning “involves at least two aspects of meaningThe first aspect involves the understanding of its denotative and connotative meaning.The second aspect involves understanding the sense relations among words.”Collocation , Synonyms,antonyms,hyponyms, Receptive and productive vocabulary2. List some ways of presenting new words1) Try to provide a visual or physical demonstration whenever possible,2) Provide a verbal context to demonstrate meaning.3) Use synonyms or antonyms to explain the meanings.4) Use lexical sets or hyponyms to show relations of words and their meanings.5) Translate and exemplify,6) Use word formation rules and common affixes7) Teach vocabulary in chunks.8) Think about the context in real life where the word might be used.9) Think about providing different context for introducing new words.10) Prepare possible misunderstanding or confusion that student may have.3. Some vocabulary consolidation activities that can be done in class. (12)1) Labeling2) Spotting the differences:3) Describing and drawing:4) Playing a game:5) Using word thermometers:6) Using word series7) Word bingo:9) word association10) Synonyms and antonyms:11) categories12) Using word net-work13)using the internet resources for more ideas4. Developing vocabulary building strategies.1). Review regularly:2). Guess meaning from context:3). Organize vocabulary effectively:4). Use a dictionary:5)keep a vocabulary notebook6).Discovery strategiesUnit 9Teaching Listening1.The reason why such difficulties arise can be quire complicated. however, one major reason for students‟ poor listening is often neglected in language due to1) Lack of teaching materials (audio and video tapes);2) Lack of equipment (tape players, VCRs, VCDs, computers);3) Lack of real-life situations where language learners need to understand spoken English;2 What do we listen to in everyday life? (Ur, 1996)Loudspeaker announcements1.Radio news2.Lesson, lecture3.Conversation, gossip4.Instructions5.Watching television6.Watching movies7.Telephone conversations8.Interview9.Shopping10.Story-telling11.Meetings12.Negotiations13.Theater show…3. One reason for students' unsatisfactory listening abilities:There is not enough variety in the materials that they listen to in class. In most cases, the listening materials are daily conversations or stories. But in reality we listen to far more things, regardless of which language is used.4. The characteristics of listening in real life (adapted from Ur, 1996:106-7):1) Spontaneity2) Context3) Visual clues4) Listener‟s response5) Speaker‟s adjustment5 Two major purposes in listening.*The first is for social reasons;*The second is for exchanging information.6 Principles of teaching listening:1). Focus on process:2). Combine listening with other skills:3). Focus on comprehending meaning:4). Grade difficulty level appropriately:7.dels for teaching listeningbottom-up model up- bottom modelthe teaching of listening generally follows three stages:pre-listening stagewhile-listening stage,post-listening stage.Unit 10Teaching Speaking1. What is speaking?Speaking is a skill that the students will be judged upon most in real-life situations.. 1.what are the differences between spoken and written language?SpokenspontaneousSentences are often incomplete, ungrammatical, and full of hesitations, false starts, and redundancies.If it is not recorded, spoken language can‟t be listened to again. It is expected to be understood immediately.WrittenWell-plannedSentences are often carefully constructed and well organized.Written language is comparatively speaking permanent. It can be read as often as necessary.3.There are four common features of spoken language:Using less complex syntax;Taking short cuts, e.g. incomplete sentences;Using fixed conventional phrases/chunks;Using devices such as fillers, hesitation devices to give time to think before speaking.4.Principles for teaching speaking1) balancing between accuracy-based practice and fluency-based practices :2) Contextualizing practice3) Personalizing practice4) Building up confidence5) Maximizing meaningful interactions6) Helping students develop speaking strategies7)making the best use of classroom learning environment to provide sufficient language input and practice for the students.5,factors should be considered in designing speaking tasksWhen we design speaking tasks, one important consideration is the language proficiency level of the students.6.how can we design speaking activities:1). Maximum foreign talk:2). Even participation3). High motivation4). Right language level4.Types of speaking activitiesLittlewood‟s (1981) framework for defining speaking activities:Pre-communicative activitiesStructural activitiesQuasi-communicative activitiesCommunicative activitiesFunctional communication activitiesSocial interaction activitiesSome speaking activities1)Controlled activities2)semi- Controlled activities3)communication activities1). Information-gap activities:2). Dialogues and role-plays3). Activities using pictures4). Problem-solving activities8,How to organise speaking activities.Using group work in speaking tasks☐Design small group work for three reasons:(1) it increases the time for each student to practise speaking in one lesson;(2) often ss are afraid of making mistakes or losing face or feel shy speaking in front of a whole class;(3) speaking in small groups is more natural in real life.☐Small group work helps ss learn to work cooperatively and helps them develop interpersonal skills—”foste ring development of tolerance, mutual respect andharmony” (Cooke & Nicholson, 1992:34)2). The advantages of using group in speaking tasksSmall group work helps students learn to work cooperatively and it helps them develop interpersonal skills. They learn how to work with a wider variety of people Development of tolerance, mutual respect and harmonyUnit 11 Teaching Reading1. Two types of reading practice in classrooms:Reading aloud and Silent reading2. Effective readers do the following:1) have a clear purpose in reading;2) read silently;3) read phrase by phrase, rather than word by word;4) concentrate on the important bits, skim the rest, and skip the insignificant parts;5) use different speeds and strategies for different reading tasks;6) perceive the information in the target language rather than mentally translate;7) guess the meaning of new words from the context, or ignore them;8) have and use background information to help understand the text.3. What is readingreading is the construction of meaning from a printed or Written message..4. Skills readers need:1.Specifying a purpose for reading2.Planning what to do/what steps to take3.Previewing the text4.Predicting the contents of the text5.Checking predictions6.Skimming the text for the main idea7.Scanning the text for specific information8.Distinguishing main ideas from supporting details9.Posing questions about the text10.Finding answers to posed questions5.The role of vocabulary in reading:Day & Bamford (1998): efficient reading begins with a lightening-like automatic recognition of words, which frees one‟s mind to use other resources to construct meaning. Helping ss to develop the ability of automatic word recognition is the basis for developing their reading skills.The way to develop si ght vocabulary is to read extensively (…Familiarity breeds automaticity‟).6. Some principles for teaching reading(6):1)The selected texts and attached tasks should be accessible to the students.2)Tasks should be clearly given in advance.3) Tasks should be designed to encourage selective and intelligent reading for the main meaning4) Tasks should help develop students' reading skills5) Teachers should help the students not merely to cope with one particular text in front of them but with their reading strategies and reading ability in general.6)Teachers should help the students to read on their own.7.three models of teaching reading1). Bottom-up modelletters---words---phrases---clauses---sentences---paragraphs---whole discours2). Top-down modelbackground knowledge--- guess meaning from the printed page3)Interactive model8. Three stages of reading:Pre-reading activities;While-reading activities;Post-reading ActivitiesPre-reading activities;Predictinga). Predicting based on the titleb). Predicting based on vocabularyc). Predicting based on the T/F questions2). Setting the scene* Besides discussing culture bound aspects of the text, we can also set the scene by relating what students already know to what they want to know.3). SkimmingSkimming means reading quickly to get the gist, i.e. the main idea of the text. Some suggestions may help teachers to set up skimming activities:。

王蔷主编的《英语教学法教程》第二版-unit1

Unit 1 Language and Language LearningAims of the unitIn this unit we will discuss some general matters about language learning and teaching. We are going to discuss five questions on particular:1.How do we learn language2.What are the common views on language3.What are the common views on language learning4.What are the qualities of a good language teacher5.How can one become a good language teacher1.1How do we learn languagesMach of human behavior is influenced by their experiences. The way language teachers teach in the classroom is to some extent influenced by the way they learned languages. This is especially true in foreign language teaching. Before we discuss language learning theories, let us first reflect on our own language learning experience.Task 1Below is a list of interview questions on how people learn a foreign language. In the first column, write down your own responses. Then interview three other students in your class and enter their responses in the other columns. Discuss your findings in group of 4 and draw some conclusion.From the above task, you may have found that 1) people started learning a foreign language at different ages; 2) people have different experiences in learning a foreign language, some find it easy, some find it difficult;3) people learn languages for different reasons; 4) people learn languages in different ways; 5) people have different understandings about language learning; 6) people have different capacities in language learning; 7) learning can be affected by the way it is taught; 8) learning is affected by the degree of success one is expected to achieve; and more. Thus the challenge confronting language teaching is how teaching methodology can ensure successful learning by all the learners who have more differences than the commonality.1.2views on languageThe question that all approaches to language teaching should answer is, ‘what is language’The answer to this question is the basis for syllabus designs, teaching methodology, teaching and assessment procedures in the classroom. Different views on language generate different teaching methodologies.Task 2Work in group of 4. Brainstorm possible answer to the question: what is language When you are ready, join another group and share your ideas.To give a concise definition of language has always been difficult for linguists and philogists. Although there has been an enormous amount of research in language in the past century, no authoritative answer has been given to ‘what is language’rather, people have settle down to talk about views of language, seemingly allowing for or accepting different theories for the moment. However, language teachers clearly need to know generally what sort of entity they are dealing with and how the particular language they are teaching fits into that entity (Brown, 1994a). for sample definition of ‘language’ , please refer to Appendix 1.Structural viewThe structural view of language sees language as a linguistic system made up of various subsystems (Larsen-Freeman & Long, 1991): the sound system (phonology); the discrete units of meaning produced by sound combinations (morphology), and the system of combining units of meaning forcommunication (syntax). Each language has a finite number of such structural items. To learn a language means to learn these structural items so as to be able to understand and produce language. When this structural view of language was combined with the stimulus-response principles of behaviorist psychology, the audio-lingual approach to language learning emerged.Functional viewIn the 1960s, British linguists developed a system of categories based on the communicative needs of the learner (Johnson and Marrow, 1981) and proposed a syllabus based on communicative functions. The functional view not only sees languages as a linguistic system but also a means for doing things. Most of our day-to-day language use involves functional activities: offering, suggesting, advising, apologizing, etc. therefore, learners learn a language in order to be able to do with it. In order to perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions. Examples of notions are the concept of present, past and future time, the expressions of certainty and possibility, the roles of agents, instruments with a sentence, and special relationships between people and objects.Interactional viewThe interactional view considers language to be a communicative tool, whose main use is to build up and maintain social relations between people. Therefore, learners not only need to know the grammar and vocabulary of the language but as importantly they need to know the rules for using themin a whole range of communicative contexts.These three views present an ever wider view of language. The structural view limits knowing a language to knowing its structural rules and vocabulary. The communicative or notional-functional view adds the need to know how to use the rules and vocabulary to do whatever it is one wants to do. The interactional view says that to know how to do what you want to do involves also knowing whether it is appropriate to do, and where, when and how it is appropriate to do it. In order to know this, you have to study the patterns and rules of language above the sentence level to learn how language is used in different speech contexts.The understanding of the nature of language may provide the basis for a particular teaching method (Richard and Rodgers, 1986), but more importantly, it is closely related to the understanding of language learning. If language is considered to have a finite number of structural items, learning the language probably means learning these items. If language is more than just a system of structures, it is more importantly a tool then to learn the language learning. If language is more than just a system of structures, it is more importantly a tool, then to learn the language means to use it, rather than just study what it is and how it is formed. The next section discusses some current theories about language learning.Views on Language learning and learning in generalA language learning theory underlying an approach or method usually answers two questions; 1) What are the psycholinguistic and cognitive processes involved in language learning 2) What are the conditions thatneed to be met in order for these learning processes to be activatedTask3Work in groups of 4. Brainstorm the answers to the two questions stated above.When you are ready, join another group and share your ideas.Although these two questions have never been satisfactorily answered, a vast amount of research has been done from all aspects. The research can be broadly divided into process-oriented theories and condition-oriented theories. Process-oriented theories are concerned with how the mind organizes new information such as habit formation, induction, making inference, hypothesis testing and generalization. Condition-oriented theories emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, the kind of input learners receive, and the atmosphere. Some researchers attempt to formulate teaching approaches directly from these theories. For example, the Natural Approach, Total Physical Response, and the Silent Way are based on one or more dimensions of processes and conditions. At this level, it is too early to formulate a specific approach, because some aspects are still too vague, for example, what is done in these processes.Behaviorist theoryThe behaviorist theory of language learning was initiated by behavioural psychologist Skinner, who applied Watson and Raynor’s theory ofconditioning to the way human acquire language (Harmer, 1983). Based on their experiments, Watson and Raynor formulated a stimulus-response theory of psychology. In this theory all complex forms of behavior—motions, habits and such—are seen as composed of simple muscular and glandular elements that can be observed and measured. They claimed that emotional reactions are learned in much the same way as other skills. The key point of the theory of conditioning is that ‘you can train an animal to do anything (within reason) if you follow a certain procedure which has three major stages, stimulus, response, and reinforcement’(Harmer, 1983:30).Based on the theory of conditioning, Skinner suggested that language is also a form of behavior. It can be learned the same way as an animal is trained to respond to stimuli. This theory of learning is referred to as behaviorism, which was adopted for some time by the language teaching profession, particularly in the . One influential result is the audio-lingual method, which involves endless’listen and repeat’drilling activities. The idea of this method is that language is learned by constant repetition and the reinforcement of the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised. This method is still used in many parts of the world today.Cognitive theoryThe term cognitivism is often used loosely to describe methods in which students are asked to think rather than simply repeat. It seems to be largely the result of Noam Chomsky’s reaction to Skinner’s behaviorist theory, which led to the revival of structural linguistics. The key pointof Chomsky’s theory is reflected in his most famous question: if all language is a learned behavior, how can a child produce a sentence that never been said by others beforeAccording to Chomsky, language is not a form of behavior, it is an intricate rule-based system and a large part of language acquisition is the learning of this system. There are a finite number of grammatical rules in the system and with a knowledge of these an infinite number of sentences can be produced. A language learner acquires language competence which enables him to produce language.Though Chomsky’s theory is not directly applied in language teaching, it has had a great impact on the profession. One influential idea is that students should be allowed to create their own sentences based on their understanding of certain rules. This idea is clearly in opposition to the audio-lingual method.Although people are pretty much still in the dark as to what language is and how language is learned, it is believed that general knowledge about language and language learning will help language teachers do a better job.Constructivist theoryThe constructivist theory believes that learning is a process in which the learner constructs meaning based on his/her own experiences and what he/she already knows. Although constructivist theory was not developed for the understanding of language learning, it is widely applicable to learning in general. It is believed that education is used to develop themind, not just to rote recall what is learned. John Dewey provided a foundation for constructivism. He believed that teaching should be built based on what learners already knew and engage learners in learning activities. Teachers need to design environments and interact with learners to foster inventive, creative, critical learners. Therefore, teachers must balance an understanding of the habits, characteristics as well as personalities of individual learners with an understanding of the means of arousing learner’s interests and curiosity for learning (Archambault, 1964).Socio-constructivist theorySimilar to constructivist theory, socio-constructivist theory represented by Vygotsky (1978) emphasizes interaction and engagement with the target language in a social context based on the concept of ‘Zone of Proximal Development’(ZPD) and scaffolding. In other words, learning is best achieved through the dynamic interaction between the teacher and the learner and between learners. With the teacher’s scaffolding through questions and explanations, or with a more capable peer’s support, the learner can move to a higher level of understanding and extend his/her skills and knowledge and knowledge to the fullest potential.What makes a good language teacherSome people with an excellent command of a foreign language may not be able to teach the language well while others with a general command of the language can teach it very effectively. What do you think might account for this phenomenonTask 4Work in groups. Reflect on your own learning experience from early school years to the university. Have you had an excellent English teacher Try to identify as many qualities as possible of your best English teacher(s). Note down all the qualities that you think are important for a good English teacher.It is clear that whether someone can become a good foreign language teacher does not solely depend on his\her command of the language. There are a variety of elements that contributes to the qualities of a good language teacher. These elements can be categorized into three groups: ethic devotion, professional qualities and personal styles (Parrot, 1993).Task 5Ethic devotion, professional qualities and personal styles jointly contribute to the making of a good English teacher. All the adjectives in the box below could be used to characterize these three aspects.1. Work in groups of 4 and decide which adjectives describe ethic devotion,which describe personal styles and which describe professional qualities. Please write your answers on a separate piece of paper. 2. Add any adjectives to the list which describe further qualities thatyou feel are missing.3.These adjectives are intended to describe positive qualities or styles.Do you feel that any of them could have a negative side as well If yes, in what way For example, an authoritative teacher may make the studentsfeel assured, but may also make the student less free to disagree with him\her.(Adapted from Tasks for Language Teachers, Martin Parrot, 1993)From the above activities we can see that a good English teacher should have ethic devotion, certain desirable personal styles, and more importantly, he or she should have necessary professional qualities. These three aspects constitute the professional competence of a good English teacher. A person who has a good command of English is not necessarily a good teacher because he has only one of the elements of professional competence.It is assumed that all responsible English teachers have ethic devotion, and they are supposed to make their personal styles compatible with their work. These two aspects, which are beyond the scope of this book, can be achieved as long as the teacher himself\herself has the willingness to do so.A question that many teachers often ask is: I like my job, and I love the students, but how can I become a good English teacher Our answer is that they need professional competence, which we are going to discuss in the next section.1.5How can one become a good language teacherThe most important and most difficult part of the making of a good language teacher is the development of professional competence, which is the state or quality of being adequately qualified for the profession, and armed with a specific range of skills, strategies, knowledge, and ability.Task 6Work in pairs and discuss how one can become a professionally competent teacher of English. For example, we have to develop our English proficiency first and also we may need to learn from experienced teachers through observations. What else can you think of Make a list and then pool all your ideas together to find out about your common beliefs.A language teacher’s professional competence is much more difficult than a driver’s skill to handle a car, and is more complicated than a student’s competence of speaking foreign language. It involves more factors and longer learning time, and may never be finished.Some people think teaching is a craft; that is, a novice teacher can learn the profession by imitating the experts’techniques, just like an apprentice. Others hold the view that teaching is an applied science, based on scientific knowledge and experimentation. By making a compromise between these two views, Wallace (1991) uses a “reflective model” todemonstrate the development of professional competence. The following model is an adapted version to illustrate the process of becoming a professionally competent teacher.Figure Teacher’s professional development(Adapted from Wallace, 1991:15)From the above model, we can see the development of professional competence for a language teacher involves Stage 1, Stage 2 and Goal. The first stage is language development. All English teachers are supposed to have a sound command of English. As language is the subject matter for language teachers and also because language is always changing, language development can never come to an end.The second stage is the most crucial stage and it is more complicated because it involves three sub-stages: learning, practice, and reflection. The learning stage is actually the purposeful preparation that a language teacher normally receives before he\she starts the practice of teaching.This preparation can include:1. learning from others’experiences (empirical knowledge gainedthrough reading and observations)2. learning the received knowledge (language learning theories,educational psychology, language teaching methodology, etc.)3.learning from one’s own experiences as a learnerBoth experiential knowledge (others’and one’s own) and received knowledge are useful when a teacher goes to practice. This is the combination of ‘craft’and ‘applied science’knowledge. The learning stage is followed by practice. The term ‘practice’ can be used in two senses. In one sense, it is a short period of time assigned to do teaching practice as part of one’s pre-service education, usually under the supervision of instructors. This practice is also called pseudo practice. The other sense of ‘practice’ is the real classroom teaching that a teacher undertakes after he/she finishes formal education.Teachers benefit from practice if they keep on reflecting on what they have been doing (Stanely, 1999). It should be noted that teachers reflect on their work not only after they finish a certain period of practice, but also while they are doing the practice.When the would-be teachers(trainees) are doing pseudo practice, they are often trying out ideas that they have learned in a methodology class. Therefore, they are likely to reflect on how well a certain idea or technique works and often their instructors may require them to do so. The pseudo practice is beneficial only if the student teachers takereflections seriously. The most difficult thing is to keep on reflecting on one’s work when one moves on to real classroom teaching.Ideally, a teacher should be able to attain his/her professional competence after some period of practice and reflection as shown in Figure . However, professional competence as an ultimate goal does not seem to have an end. With the ever-deepening of our understanding of teaching and learning, and with the ever changing needs of the society, of education, of students, and of the teaching requirements, one must keep on learning, practicing and reflecting. Actually professional competence is’a moving target or horizon, towards which professionals travel all their professional life but which is never finally attained ‘. (Wallace, 1991:58)Task 7Work in groups. Discuss possible answers to the following questions in relation to the model presented in Figure .An overview of the bookThis second edition of A Course in English Language Teaching has allowed us the opportunity to expand the original 14 units into 18 in order to include topics reflecting the recent development in English language teaching both at home and abroad, to revisit a number of areas, to expandan clarify points that we felt were not sufficiently clear in the first edition, and to improve the pedagogical usefulness of the text.Overall, the book aims at introducing practical methods to teachers of English as a foreign language with some basic theories presented in the first two units. It is hoped that classroom teachers or would-be teachers will not simply copy or imitate what are suggested but be able to choose or adapt with an understanding of why.Unit 1 serves as an introduction for setting the scene for this methodology course. It discusses issues concerning views on language and language learning or learning in general with the belief that such views will affect teachers’ways of teaching and thus learners’ ways of learning. The qualities of a good language teacher is also discussed in order to raise the participants’ awareness of what is required for a good English teacher.Communicative Language Teaching (CLT) and Task-based Language Teaching (TBLT) have been the most influential language teaching approaches in the past two decades and they have proven to be effective in a variety of language teaching contexts. In Unit 2 we introduce the basic principles of CLT and activities followed by an introduction to task-based approach. It is intended that most of the methods that we introduce in the remaining units will, to some extent, follow a communicative approach and task-based language teaching.Unit 3 is a new unit which focuses on the new National English Curriculum. It begins with a brief overview of the history of English language teachingin China followed by tasks and discussions on the goals, objectives, and design of the new English curriculum and ends with discussions on the challenges facing teachers today.We have arranged lesson planning and classroom management as the next two units of the book-Unit 4 and Unit 5 respectively. With regard to these two units, the new edition has replaced some previous lesson plan samples and added some relevant issues, . giving effective instructions, asking effective questions, and dealing with students’errors in the classroom. To have these two parts in the early units, our intention is that the reader will use what is covered in these two parts in the early units, our intention is that the reader will use what is covered in these two units to design mini classroom activities for the teaching of knowledge and skills that come in later units.Like the first edition of the book, Units 6, 7 and 8 focus on the teaching of language components, that is, the teaching of pronunciation, grammar, and vocabulary, while Units 9, 10, 11, 12 focus on the teaching of four skills of language, namely, listening, speaking, reading and writing, with Unit 13 discussing the integration of the four skills. Some new examples and new points are added to all these units in the new edition. It should be noted that neither the language components nor the language skills are taught in an isolated fashion. We present the teaching of these language components and skills in separate units so that there is a clearer focus of discussion. In classroom teaching, we hope teachers will be able to integrate all areas.Unit 14 is about moral education. This is a new unit aiming at raisingteachers’ awareness of the scope available for moral education in language teaching so that teachers will be able to create opportunities and use relevant materials and activities to help students form positive social values towards life and work.Unit 15 deals with language assessment. We have avoided ‘testing’ and ‘examination’ as our unit title because we believe ‘assessment’ is a broader concept. In this unit we focus on classroom assessment rather than standard tests. Research evidence shows that classroom-based assessment provides a better evaluation of what the students have achieved during the course of study.Units 16 and 17 are also new units. Unit 16 is about learner differences and learner training. As the purpose of teaching is for learning to take place, learners will need to play a major role in the learning process. We think as teachers we need to understand learners and the differences among them so that appropriate methods and techniques can be selected or designed to cater for learner needs. Also, we teach in order not to teach. In this sense, we need to help learners develop awareness of different learning strategies and learn to take responsibility for their own learning . Unit 17 focuses on using and creating resources. It discusses how to use the available resources as well as how to explore hidden resources for teaching and learning.Unit 18 introduces the reader to the most basic things in the evaluation, selection and adaptation of textbooks used in language teaching and learning. In the future, classroom teachers will have to take more responsibility and be given more autonomy in selecting and adopting ELTtextbooks for their students.Throughout the book, we provide a number of tasks for each unit. The tasks usually follow a discussion and are aimed at providing the reader with opportunities to relate theory to practice. Most of the tasks are open-ended, that is, they do not have fixed answers or solutions. Sometimes, discussions following the task provide the authors’ further comments. Occasionally, some tasks seem to need more ‘concrete’solutions. In that case, we remove the solutions to Appendix 1 at the back of the book. We intend that users of the book should solve the problems themselves before referring to the authors’ suggested solutions.Most of the tasks involve group work or pair work. If the book is used in class, we consider it very important for students to work in pairs or groups so that they can share knowledge and experience. Individual readers may find it inconvenient to perform the task. We suggest that they discuss the problems with their colleagues wherever possible.。

英语教学法教程第二版课后答案unit2

英语教学法教程第二版课后答案unit21、_______ win the competition, he practiced a lot. [单选题] *A. BecauseB. In order to(正确答案)C. Thanks toD. In addition to2、Can you give her some ______ ? [单选题] *A. advice(正确答案)B. suggestionC. advicesD. suggest3、If you do the same thing for a long time, you'll be tired of it. [单选题] *A. 试图B. 努力C. 厌倦(正确答案)D. 熟练4、I usually read English _______ six o’clock _______ six thirty in the morning. [单选题] *A. from;?atB. from; to(正确答案)C. at; atD. at; to5、Nowadays more and more people travel by _______, because its safe, cheap and fast. [单选题] *A. footB. bikeC. high-speed train(正确答案)D. boat6、Tom is ____ honest man, so we all like to work with him. [单选题] *A. aB. an(正确答案)C. /D. any7、( ) My mother told me _____ in bed. [单选题] *A. not readB. not readingC. don’t readD. not to read(正确答案)8、Now he is _______ his homework. [单选题] *A. busyB. busy with(正确答案)C. busy with doingD. busy does9、--Miss Li, could you please help me _______ math problem？--OK. Let me try. [单选题] *A. look upB. work out(正确答案)C. set upD. put up10、—What do you think of Animal World? —______. I watch it every day.（）[单选题] *A. I don’t mind it.B. I like it.(正确答案)C. I can’t stand it.D. I don’t like it.11、In winter, animals have a hard time_____anything to eat. [单选题] *A.to findB.finding(正确答案)C.foundD.to finding12、I’d like to go with you, ______ I’m too busy. [单选题] *A. orB. andC. soD. but(正确答案)13、_________ we don't stop climate change, many animals and plants in the world will be gone. [单选题] *A.AlthoughB.WhileC.If(正确答案)D.Until14、The students _____ outdoors when the visitors arrived. [单选题] *A. were playing(正确答案)B. have playedC. would playD. could play15、14．He is cutting the apple ________ a knife. [单选题] *A．inB．toC．with(正确答案)D．by16、The little boy saved his money ______ he could buy his mother a gift on Mother’s Day.（）[单选题] *A. butB. such thatC. in order toD. so that(正确答案)17、( ) ____ eye exercises ___ good __ your eyes. [单选题] *A. Doing, is, for(正确答案)B. Doing, are, forC. Do, is, forD. Do, are, at18、Was（）that I saw last night at the concert? [单选题] *A. it you(正确答案)B. not youC. youD. that yourself19、--How is your friend coming?--I’m not sure. He _______ drive here. [单选题] *A. may(正确答案)B. canC. mustD. will20、My brother often does ______ homework first after school.（）[单选题] *A. heB. his(正确答案)C. sheD. her21、52．I'm happy to ________ a birthday card from an old friend. [单选题] * A．buyB．makeC．loseD．receive(正确答案)22、What’s the point of going to school when I can’t do anything there? [单选题] *A. 时间B. 意义(正确答案)C. 方向D. 目标23、77．You can watch TV when you finish________ your homework. [单选题] * A．to doB．doC．to doingD．doing(正确答案)24、You wouldn't have seen her if it _____ not been for him . [单选题] *A. hasB. had(正确答案)C. haveD．is having25、—______ —（）[单选题] *A. How long did you stay there?B. How much did you pay for the dress?C. How many flowers did you buy?(正确答案)D. How often did you visit your grandparents?26、It was difficult to guess what her_____to the news would be. [单选题] *A.impressionmentC.reaction(正确答案)D.opinion27、The storybook is very ______. I’m very ______ in reading it. （）[单选题] *A. interesting; interested(正确答案)B. interested; interestingC. interested; interestedD. interesting; interesting28、Last year Polly _______ an English club and has improved her English a lot. [单选题] *A. leftB. sawC. joined(正确答案)D. heard29、A brown bear escaped from the zoo, which was a（）to everyone in the town. [单选题] *A. HarmB. violenceC. hurtD. threat(正确答案)30、( ) They have_____ useful dictionary. They want to lend it___ us. [单选题] *A. an; forB. a; fromC. an; toD. a; to(正确答案)。

英语教学法教程第二版Unit2 课后答案

英语教学法教程第二版Unit2 课后答案1、On Easter children _______ eggs around the house. [单选题] *A. hunt for(正确答案)B. send forC. prepare forD. ask for2、In 2019 we moved to Boston,（）my grandparents are living. [单选题] *A. whoB. whenC. where(正确答案)D. for which3、Mum is ill. I have to _______ her at home. [单选题] *A. look after(正确答案)B. look forC. look outD. look forward to4、What lovely weather,（）? [单选题] *A.is itB. isnt it(正确答案)C. does itD.doesn’t it5、Tom is very _______. He never cleans his room. [单选题] *A. lazy(正确答案)B. activeC. shyD. healthy6、Our teacher suggested that each of us _____ a study plan for the tong summer vacation. [单选题] *A. make(正确答案)B. madeC. will makeD. would make7、Mary, together with her children ,_____ some video show when I went into the sitting room. [单选题] *A. were watchingB. was watching(正确答案)C. is watchingD. are watching8、It’s so nice to hear from her again. ______, we last met more than thirty year ago [单选题] *A. What ‘s wordB. That’s to sayC. Go aheadD. Believe it or not(正确答案)9、Actually, we don't know whether this news comes from a reliable（）or not. [单选题] *A. source(正确答案)B. originC. basisD. base10、Don’t forget _______ those books when you are free. [单选题] *A. to read(正确答案)B. readingC. readD. to reading11、The（)majority of the members were against the idea. [单选题] *A. substantialB. enormousC. considerable(正确答案)D. overwhelming12、--All of you have passed the test!--_______ pleasant news you have told us! [单选题] *A. HowB. How aC. What(正确答案)D. What a13、—Why do you look so ______?—Our team won the basketball match!（）[单选题] *A. angryB. excited(正确答案)C. nervousD. unfair14、We _______ play basketball after school. [单选题] *A. were used toB. used to(正确答案)C. use toD. are used to15、Once you get on the road, here are some traffic _______ to remember. [单选题] *A. problemsB. positionsC. rules(正确答案)D. points16、_____ before we leave the day after tomorrow,we should have a wonderful dinner party. [单选题] *A. Had they arrived(正确答案)B. Were they arriveC. Were they arrivingD. Would they arrive17、The secretary was asked to_____of the waste paper on the desk. [单选题] *A.disappearB.dispose(正确答案)C.declareD.got rid18、6．Hi, boys and girls. How are you ________ your posters for the coming English Festival at school? [单选题] *A．getting onB．getting offC．getting with (正确答案)D．getting19、24．Kitty’s father ______ a policeman since 2 He loves helping people. [单选题] *A．isB．wasC．has been (正确答案)D．have been20、What do you think of the idea that _____ honest man who married and brought up a large family did more service than he who continued single and only talked of _____ population. [单选题] *A. a, /B. an, /C. a, theD. an, the(正确答案)21、It’s windy outside. _______ your jacket, Bob. [单选题] *A. Try onB. Put on(正确答案)C. Take offD. Wear22、______ my great joy, I met an old friend I haven' t seen for years ______ my way ______ town. [单选题] *A. To, in, forB. To, on, to(正确答案)C. With, in, toD. For, in, for23、16．Lily is a lovely girl. We all want to ________ friends with her. [单选题] *A．haveB．make(正确答案)C．doD．take24、My father can?_______ a little English. [单选题] *A. speak(正确答案)B. sayC. talkD. tell25、I’m so tired after _______ walk. [单选题] *A. three hour’sB. three hours’(正确答案)C. three hoursD. three hour26、--_______ are the birds doing?--They are singing in a tree. [单选题] *A. WhoB. What(正确答案)C. HowD. Where27、Sam is going to have the party ______ Saturday evening. （）[单选题] *A. inB. on(正确答案)C. atD. to28、I hope to see you again _______. [单选题] *A. long long agoB. long beforeC. before long(正确答案)D. long29、( )He killed the enemy guard and made away _________the villagers. [单选题] *A. with the helpB. with helpC. with help ofD. with the help of(正确答案)30、She passed me in the street, but took no（）of me. [单选题] *Attention (正确答案)B. watchC. careD. notice。

《英语教学法》unit2_Communicative_Principles_and_Activiti

• For Chinese, it’s a usual informal greeting, and it has the same function as “Hello”. And whether the answer is “yes” or “no”, it’s also a greeting.
presentation, practice, production and consolidation
Aims of the unit
After learning the unit, you should be able to answer the following questions:
• 1. How is language learned in classrooms different from language used in real life?
• Have you had your lunch?
• The traditional teaching steps:
• Step 1 Teacher: Read the sentence, and then get the students to read the sentence after the teacher.
Differences between real life learning and traditional pedagogy :
• Real life learning focuses on:
• ● Communicative functions • ● All skills • ● Certain context
tense used in the sentence: The present perfect tense, and

王蔷英语教学法教程第二版 Unit2

第2章CLT与TBLT一、Language use in real life vs. Traditional pedagogyThe ultimate goal of foreign language teaching is to enable students to use the foreign language in work or life when necessary. So we should teach that part of the language that will be used and we should teach language in the way it is used in the real world.The differences between language used in real life and language taught in the classroom:①In real life, language is used to perform certain communicative functions. e.g. to give directions, to exchange information, or to make a complaint, etc.; In a traditional language classroom, the teaching focus is often on forms rather than functions.②In real language use we use all skills, including receptive skills such as listening and reading, and productive skills such as speaking and writing. For various reasons, traditional pedagogy tends to focus on one or two language skills and ignore the others.③In reality language is always used in a certain context, but traditional pedagogy tends to isolate language from its context.二、CLT1. CLT refers to an approach to the teaching of foreign or second language through communicative activities.2. The goal of CLT is to develop students’ communicative competence, which includes both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations.3. Principles of CLT1) Communication principle: Activities that involve real communication promote learning.2) Task principle: Activities in which language is used for carrying out meaningful tasks promote learning.3) Meaningfulness principle: language that is meaningful to the learner supports the learning process.4. Five components of communicative competenceHedge discusses five components of communicative competence. Namely, linguistic competence, pragmatic competence, discourse competence, strategic competence, and fluency.（1）Linguistic competence is concerned with knowledge of the language itself, its form and meaning. It involves spelling, pronunciation, vocabulary, word formation, grammatical structure, sentence structure and semantics.（2）Pragmatic competence refers to the appropriate use of the language in social context. That is to say, the choice of the vocabulary and structure depends on the setting, the relative status of the speakers, and their relationships.（3）Discourse competence refers to one’s ability to create coherent written text or conversation and the ability to understand them. In other words, it is one’s ability to express or to understand a topic logically and coherently by effectively employing or comprehending the cohesive markers used in the discourse, such as “first”, “it”.（4）Strategic competence is similar to communication strategies. It refers to strategies one employs when there is communication breakdown due to lack of resources.（5）Fluency means one’s ability to link units of speech together with facility and without strain or inappropriate slowness or undue hesitation.5. CLT and the teaching of language skillsThe translation of communicative competence in language teaching practice is to develop learners’ language skills, namely, listening, speaking, reading and writing.①Listening and speaking skills need to be redefined in terms of the real communicative use, that is, students should have the chance to listen to and produce what is meaningful, authentic, unpredictable, and creative ifpossible. Listening is viewed not only as the counterpart of speaking, but as an independent skill with its own objectives.②Reading is to extract meaning or information and the learning of grammar and vocabulary is to facilitate such a process. In CLT with different reading purposes, students use different skills, such as skimming, scanning, etc.③In writing, students should have the chance to write to express their own feelings or describe their own experiences, so making the practice of writing meaningful and authentic.In a word, CLT has not replaced the previous approaches or methodologies. It has expanded three areas: language content, learning process, and product.6.Main features of communicative activities如何设计交际活动(1)Functional communicative activities:Communicating patterns and picturesFollowing directionsIdentifying picturesDiscovering missing informationDiscovering missing featuresDiscovering differences(2) Social interaction activities:ImprovisationRole-playing through cues and informationRole-playing through situations and goals7. Six criteria for evaluating communicative classroom activities:（1）Communicative purposeThe activity must involve the students in performing a real communicative purpose rather than just practicing language for its own sake. There must be some kind of ‘information gap’ that students seek to bridge when they are communicating.（2）Communicative desireThe activity must create a desire to communicate in the students.（3）Content, not formWhen the students are doing the activity, they must be concentrating on what they are saying, not how they say it.（4）Variety of languageThe activity must involve the students in using a variety of language, not just one specific language form. （5）No teacher interventionThe activity must be designed to be done by the students working by themselves rather than with the teacher. （6）No materials controlThe activity should not be designed to control what language the students should use.三、TBLT1. TBLT is a method of instruction under CLT, which emphasizes taking various tasks as the center of the language teaching. It is widely promoted in English language teaching nowadays. It is a further development of CLT. It shares the same beliefs in the use of language in real life, but stresses the importance to combine form-focused teaching with communication-focused teaching.2. Task: A task is essentially goal-oriented; it requires the group, or pair, to achieve an objective that is usuallyexpressed by an observable result, such as brief notes or lists, a drawing, a spoken summary.3. Four components of a task:a purpose: making sure the students have a reason for undertaking the task;a context:the task can be real, simulated or imaginary, and involves sociolinguistic issues such as thelocation, the participants and their relationship, the time, and other important factors;a process: getting the students to use learning strategies such as problem solving, reasoning, inquiring,conceptualizing and communicating;a product: there will be some form of outcome, either visible or invisible.4. How to design a task:Teachers need to address four sets of questions when designing tasks:①What is the objective of the task?②What is the content of the task?③How is the task to be carried out?④In what situation is the task to be carried out?There are basically five steps:Step 1: Think about students’ needs, interests, and abilities.Step 2: Brainstorm possible tasks.Step 3: Evaluate the list.Step 4: Choose the language items.Step 5: Preparing materials.四、PPP1. PPP is a model of teaching consisting of the presentation, practice, and production.①Presentation of single ‘new’ item: introduce new vocabulary and grammatical structures in what ways appropriate;②Practice of new item: drills, exercises, dialogue practice: the lesson moves from controlled practice to guided practice and exploitation of the texts when necessary;③Production: activity, role-play or task to encourage ‘free’ use of language: the students are encouraged to use what they have learned and practiced to perform communicative tasks, at this stage, the focus is on meaning rather than accurate use of language forms.A typical PPP lesson would start by the teacher introducing a new language item in a context followed by some controlled practice, such as drilling, repetition, dialogue reading, etc. Students then move on to produce the language in a more meaningful way, such as a role play, a drama, an interview, etc.2. Differences between PPP and TBLTWillis explains the differences between the two models from two perspectives: one perspective looks at the way students use and experience the language; the other perspective looks at the procedures and context of learning.（1）The way students use and experience language in TBL is radically different from PPP.①free of language control and learners rely on their own linguistic resources;②a free exchange of ideas;③a genuine need to use language to communicate;④a genuine need to strive for accuracy and fluency;⑤appropriateness and accuracy of language form in general, not production of a single form;（2）TBL can provide a context for grammar teaching and form-focused activities, PPP is different in this aspect.①a task-established context;②encourages students to analyze and think, not simply to apply, repeat, and manipulate;③a more varied exposure to natural language;④language forms not pre-selected for focus;⑤learners’ free selection of language;⑥TBL cycle lead from fluency to accuracy;⑦In TBL integrated skills practiced.五、评价1.评价CLT①The first is whether it will meet the needs of learners from different contexts becomes a questions.②The second problem relates to the design of the syllabus for teaching purposes in the classroom. And it is very different to design a syllables with a one to one correspondence between a function and a form.③The third problem is that whether such an approach is suitable for all age level of learners or all competence level of learners.2.评价TBLT①The first is that it may not be effective for presenting new language items. Neither may it be appropriate for those contexts where language exposure is not sufficient and class time is limited.②The second constraint is time as teachers have to prepare task-based activities very carefully. This makes demands on the teacher, who is already busy with many other professional duties.③The third is the culture of learning. Some students may find it difficult to adapt to TBLT.④The forth is level of difficulty. Students may find task-based learning very difficult if they don’t have sufficient linguistic resources to handle holistic communication.Despite these potential drawbacks, TBLT can help students learn English in a challenging and stimulating way.3.评价pppPPP offers a simplified approach to language learning. It is based on the idea that you can present language in a clear way. And your language develops by adding new forms from one lesson to the next. However, simply being able to produce forms in isolations will not help learners acquire the language for communication.。

英语教学法教程(第二版)Unit 1要点(英文版)

Unit 1Further reading⏹Approaches and Methods in Language Teaching: Jack C. Richards & Theodore S. Rodgers 外语教学与研究出版社，2000⏹How to be a good teacher: Scrivener, J. Learning Teaching. Heinemann 1994, Chapter 1⏹Communicative Language Teaching: Nunan, D. Designing Tasks for the Communicative Classroom. Cambridge University Press 1989⏹How to plan lessons: Ur, P. A Course in Language Teaching. Cambridge University Press. 1996. Module 15⏹Classroom Management: Gower, R., Phillips,D. and Walters, S. Teaching Practice Handbook new edition. Heinemann 1995⏹How to teach listening: Underwood, M. Teaching Listening Skill. Longman. 1989 .⏹How to teach speaking: Harmer, J. The Practice of English Language Teaching.new edition. Longman 1991. Chapter 8⏹How to teach reading: Grellet,F. Developing Reading Skills. Cambridge University Press . 1981 Harmer, J. The Practice of English Language Teaching . new edition. Longman. 1991. Chapter 10 How to teach writing: Tribble, C. Writing. Oxford University Press. 1996.Harmer, J. The Practice of English Language Teaching . new edition. Longman 1991. Chapter 7 & 8⏹How to use textbooks: Grant, N. Making the Most of Your Textbook. Longman. 1987.⏹Keith Johnson. An Introduction to Foreign Language Learning and Teaching. Foreign Language Teaching and Research Press. 2003⏹《外语教学法丛书》20本Shanghai Foreign Language Education PressThe structural viewThe structural view sees language as a linguistic system.The system of language = the system of sounds +the system of words +the system of grammarThe functional view(The functional-notional view)The functional view sees language asa linguistic systemand asa means for doing thingsThe interactional viewThe interactional view sees language asa communicative tool(to build up and maintain relations between people).⏹The interactional view sees language primarily as means for establishing and maintaining interpersonal relationships and for performing transactions between individuals.⏹The target of language learning is learning to initiate and maintain conversation with other people Two things are needed for communication⏹Rules of language form (grammar & vocabulary)⏹Rules of language use in a context (Is it appropriate to use this language item in this context?)Views on Language LearningBehaviorismThree basic behaviorist ideas about learning⏹1. Conditioning (Pavlov and the dribbling dogs): learning is seen as a question of developing connections (known as stimulus-response bonds) between events.⏹2. Habit formation (Skinner and the sporty pigeon)⏹3. The importance of the environment (writing on a clean slate) organism: person or animal that does the learning⏹Environment: an event, a situation or another person (teacher or parent)Environment OrganismThe Cognitive theory⏹Chomsky:⏹Language is not a form of behaviour. It is an intricate (complicated) rule-based system. (Language is rule-governed.)⏹There are a finite number of grammatical rules in the system and with knowledge of these rules an infinite number of sentences can be produced. (Language is generative. )Students should be asked to think rather than simply repeat.Constructivist views⏹Learning is a process in which the learner construct meaning based on his/her own experiences and what he/she already knows.⏹Constructivism is a broad term used by philosophers, curriculum designers, psychologists, educators, and others. Most people who use the term emphasize “the learner’s contribution to meaning and learning through both individual and social activity”.Social constructivism⏹Learning is best achieved through the dynamic interaction between the teacher and the learner and between learners.V ygotsky’s theory⏹V ygotsky’ concept of the zone of proximal development: a child can solve a problem with the help (scaffolding) of an adult or more able peer.⏹V ygotsky’s work formed the basis for the cooperative learning programs .He even recommended pairing more competent students with less competent students to elevate the latter’s competence.scaffolding⏹Scaffolding: the technique of changing the level of support over the course of a teaching session; amore-skilled person (teacher or more-advanced peer of the child) adjusts the amount of guidance to fit the student’s current p erformance. When the task the student is learning is new, the teacher might use direct instruction. As the student’s competence increases, less guidance is provided.Think of scaffolding in learning like the scaffolding used to construct a building. The scaffolding provides support when needed, but it is adjusted and gradually removed as the building approaches completion.Researchers found that when scaffolding is used by teachers and peers in collaborative learning, students’ learning benefits.。

英语教学法教程Unit 2 Communicative Principles TBLT

3)Meaningfulness principle: Language that is meaningful to learner supports the learning process.
(e.g. words of animals)
教学原则为指导教学工作的基本准则。1990年《教育大辞典》
a weak and a strong version of CLT
Teachers need to help learners …
Teachers need to help learners …
Teachers need to help learners …
Teachers need to help learners …
Teachers need to help learners …
Howatt（ 1984）指出，交际教学法流派中可分出“温和派”和“激进派”两种：
“温和派”强调向学习者提供使用英语进行交际的机会的重要性。将这类交际活动置于更大范围的语言教学中，可以称作“学用英语”（Learning to use English），成为近年来交际教学法的主流。
“激进派”声称语言是通过交际习得的，因此这并不是一个激活已有的知识的问题，而是一个促进掌握语言系统本身的问题。可称作“用英语学英语” （using English to learn it）。
1.linguistic competence语言能力是指理解语
言本身，语言形式及其意义的能力。语言能力包含了拼写、发音、词汇、构词、语法、句型和语义等方面的能力。语言能力是交际能力的基石，一个不可缺少的组成部份。
2.pragmatic competence语用能力是指学习
者在特定的语境中针对特定的对象知道如何合适清晰地表达自己的意图的能力。用 Hymes 的话说就是知道 “何时说，何时不说，和谁，什么时间，什么地点，以什么方式说些什么” 。

王蔷教学法第二版中文对照

王蔷教学法第二版中文对照摘要：一、王蔷英语教学法第二版的概述二、王蔷英语教学法第二版的主要内容三、王蔷英语教学法第二版的特点四、王蔷英语教学法第二版的适用对象五、王蔷英语教学法第二版的价值正文：一、王蔷英语教学法第二版的概述王蔷英语教学法第二版是一本针对英语教学的教材，旨在帮助教师和学生更好地理解和应用英语教学法。

本书详细介绍了英语教学的基本原理和实践方法，包括语言学习、教学方法、课程设计等内容。

二、王蔷英语教学法第二版的主要内容王蔷英语教学法第二版共分为多个单元，每个单元都有明确的主题和目标。

以下是本书的主要内容：1.Unit 1: Language and Language Learning本单元主要讨论了语言学习的基本概念、语言学习的类型、学习者的个体差异等内容。

2.Unit 2: Teaching English as a Foreign Language本单元介绍了英语作为外语的教学方法，包括听说法、语法翻译法、直接法、自然法等。

3.Unit 3: Curriculum Design本单元讨论了课程设计的原则、方法和步骤，以及课程评价的策略。

4.Unit 4: Teaching Grammar本单元重点介绍了语法教学的基本理论和实践方法，包括语法教学的范围、目标、方法和评估。

5.Unit 5: Teaching Vocabulary本单元讨论了词汇教学的重要性、方法和策略，以及如何提高学生的词汇学习效果。

6.Unit 6: Teaching Listening and Speaking本单元介绍了听力和口语教学的原则、方法和活动设计，以及如何提高学生的听力和口语水平。

7.Unit 7: Teaching Reading and Writing本单元讨论了阅读和写作教学的方法、策略和评估，以及如何提高学生的阅读和写作能力。

8.Unit 8: Teaching Culture本单元重点介绍了文化教学的重要性、方法和策略，以及如何培养学生的跨文化交际能力。

英语教学法教程(2)

1.structural view about language结构主义语言观：The structural view of language sees language as a linguistic system made up of various subsystems: the sound system(phonology)语音系统，the discrete units of meaning produced by some combinations(morphology)语音组合, and the system of combing units of meaning for communication(syntax)句法语言的结构观点认为语言是一个语言系统由各种子系统:音响系统(语音)语音系统,离散单元的意义产生的一些组合(形态学)语音组合,和系统梳理单位沟通(语法)句的意义法。

2.functional view about language 功能主义语言观：The functional view not only sees language as a linguistic system but also a means for doing things.功能观不仅认为语言是一种语言系统，而且是一种做事的手段。

3.behaviorist theory about learning.行为主义学习理论：Language is alsoa form of behavior It can learned the same way as an animal is trained to respond to stimuli.语言也是一种行为形式，它可以像训练动物对刺激做出反应一样学习。

4.linguistic competence语言能力：Linguistic competence is concerned with knowledge of the language itself, its form and meaning. It involves spelling, pronunciation, vocabulary, word formation, grammar structure, sentence structure and semantics语言能力是指对语言本身、形式和意义的认识。

英语教学法教程第二版课后答案unit3task3

英语教学法教程第二版课后答案unit3task31、20．Sometimes it often rains ________ in my hometown in summer. [单选题] *A．heavyB．hardlyC．heavily(正确答案)D．strongly2、Every morning John takes a（）to his office. [单选题] *A. 20-minutes' walkB. 20 minute ' walkC. 20-minutes walkD. 20-minute walk(正确答案)3、You have coughed for several days, Bill. Stop smoking, _______ you’ll get better soon. [单选题] *A. butB. afterC. orD. and(正确答案)4、In order to find the missing child, villagers _______ all they can over the past five hours. [单选题] *A. didB. doC. had doneD. have been doing(正确答案)5、He has two sisters but I have not _____. [单选题] *A. noneB. someC. onesD. any(正确答案)6、65．There is a big sale on in the shop! Every-thing is ________ price. [单选题] *A．bigB．fullC．zeroD．half(正确答案)7、A small village cuts across the river. [单选题] *A. 切B. 穿过(正确答案)C. 划船D. 踢8、30．I want to find ______ and make much money. [单选题] *A．worksB．jobC．a job(正确答案)D．a work9、My friend and classmate Selina（)running in her spare time. [单选题] *A.likeB. likes (正确答案)C. is likedD. is liking10、He prefers to use the word “strange”to describe the way（）she walks. [单选题] *A. in which(正确答案)B. by whichC. in thatD. by that11、—_____ will the bus arrive? —In four minutes. [单选题] *A. How longB. How oftenC. How soon(正确答案)D. How far12、Mary _______ Math. [单选题] *A. is good at(正确答案)B. do well inC. is good forD. is good with13、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 happy14、My brother will come to see me tomorrow. I’ll meet?_______ at the airport. [单选题] *A. herB. youC. him(正确答案)D. them15、--Do you know _______ girl with long curly hair?--Yes. She is Mary. She plays _______ piano very well. [单选题] *A. a; /B. the; /C. the; the(正确答案)D. a; the16、I have only two tickets for TF Boys’concert. ______ you ______ he can go with me.（）[单选题] *A. Either; or(正确答案)B. Either; norC. Both; andD. Not only; but also17、Don’t talk _______. Your grandmother is sleeping now. [单选题] *A. happilyB. nearlyC. loudly(正确答案)D. hardly18、2．I think Game of Thrones is ________ TV series of the year. [单选题] * A．excitingB．more excitingC．most excitingD．the most exciting (正确答案)19、His picture is on show in London this month. [单选题] *A. 给...看B. 展出(正确答案)C. 出示D. 上演20、Li Jing often helps me ______ my geography.（）[单选题] *A. atB. inC. ofD. with(正确答案)21、Tomorrow is Ann’s birthday. Her mother is going to make a _______ meal for her. [单选题] *A. commonB. quickC. special(正确答案)D. simple22、2．The villagers want to have a bridge. Can this dream ________? [单选题] *A．come outB．get awayC．come true(正确答案)D．get out23、( ) What other books have you read___ this English novel? [单选题] *A. besides(正确答案)B. exceptC.inD. about24、Jack would rather spend time complaining than_____the problem by himself. [单选题] *A.solve(正确答案)B.solvedC.solvesD.to solve25、Online shopping _______ very popular now. [单选题] *A. is(正确答案)B. areC. wasD. were26、Tony is a quiet student, _______ he is active in class. [单选题] *A. soB. andC. but(正确答案)D. or27、Mary _______ a phone call with her mother now. [单选题] *A. will makeB. madeC. is making(正确答案)D. makes28、It took a long time to _______ Tom to go shopping with me. [单选题] *A. speakB. tellC. persuade(正确答案)D. talk29、Galileo was ____ Italian physicist and astronomer who invented _____ telescope. [单选题] *A. a, aB. the, theC. an, aD. an, the(正确答案)30、Julia’s on holiday in Shanghai _______. [单选题] *A. in a momentB. after a momentC. at the moment(正确答案)D. at any moment。

英语教学法第二版课前问题答案总汇

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

《英语教学法教程(第二版)》讲义

《英语教学法教程(第二版)》讲义一、课程概述1. 英语教学理论基础2. 教学方法与策略3. 课堂活动设计与组织4. 教学评价与反馈5. 教师专业发展二、英语教学的基本原则在深入探讨教学方法之前，我们需要了解英语教学的基本原则。

这些原则是指导我们教学实践的灯塔，帮助我们更好地服务于学生。

1. 学生中心原则：始终将学生放在教学的中心，关注他们的需求、兴趣和成长。

教学活动要贴近学生实际，激发他们的学习热情。

2. 交际性原则：英语学习的最终目的是运用语言进行有效沟通。

因此，教学过程中要注重培养学生的交际能力，让他们在实际语境中练习英语。

3. 循序渐进原则：教学应遵循由浅入深、由易到难的原则，确保学生能够在逐步学习中掌握英语知识。

4. 知识与实践相结合原则：理论学习与实践应用相结合，让学生在掌握知识的同时，提高实际运用能力。

三、课堂教学策略1. 情境教学法：通过创设真实的语言环境，让学生在模拟情境中学习英语，提高他们的语言运用能力。

2. 任务型教学法：以完成任务为目标，引导学生积极参与、合作探究，培养他们的团队协作能力和解决问题的能力。

3. 激励性评价：采用正面、鼓励性的评价方式，关注学生的进步和努力，激发他们的学习积极性。

4. 多元化教学手段：结合现代教育技术，运用多媒体、网络等资源，丰富教学手段，提高教学效果。

四、课堂活动实践2. 互动环节：设计小组讨论、角色扮演等活动，让学生在互动中提高英语听说能力。

3. 语言技能训练：针对听、说、读、写四个方面，设计专项训练活动，帮助学生全面提升英语能力。

通过本讲义的学习，希望您能在英语教学的道路上越走越远，为我国英语教育事业贡献自己的力量。

五、课程资源与材料的选择1. 教材选择：选用符合教学大纲、贴近学生实际、具有时代特色的教材。

同时，注意教材的难易程度，确保学生能够接受。

2. 辅助材料：充分利用网络资源、报刊杂志、影视作品等辅助材料，丰富教学内容，提高学生的学习兴趣。

王蔷英语教学法教程第二版 Unit1

第1章Language and language learning一、Views on language1. Structural view sees language as a linguistic system made up of various subsystems: phonology, morphology and syntax etc. Each language has a finite number of such structural items. To learn a language means to learn these structural items so as to be able to understand and produce language.2. Functional view sees language as a linguistic system as well as a means for doing things. Most of our day-to-day language use involves functional activities: offering, suggesting, advising, apologizing, etc. Therefore, learners learn a language in order to do things with it. To perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions.3. Interactional view refers to language is a communicative tool to build up and maintain social relations between people. Therefore, learners not only need to know the grammar and vocabulary of the language, but also need to know the rules for using them in a whole range of communicative contexts.二、Views on language learning 两个方向，四个理论Two broad learning theories:Process-oriented theories are concerned with how the mind organises new information, such as habit formation, induction, making inference, hypothesis testing and generalization.Condition-oriented theories emphasise the nature of the human and physical context in which language learning takes place, such as the number of students, and the learning atmosphere.1. Behaviourist theorySkinner suggested that language is a form of behavior. It is based on a stimulus-response theory of psychology. It can be learned the same way as an animal is trained to respond to stimuli. This theory of learning is referred to as behaviourism.One influential result is the audio-lingual method, which involves the “listen and repeat” drilling activities. The idea of this method is that language is learned by constant repetition and the reinforcement of the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised.2. Cognitive theoryAccording to Chomsky, language is not a form of behavior, it is an intricate rule-based system and a large part of language acquisition is the learning of this system. There are a finite number of grammatical rules in the system and with a knowledge of these rules an infinite number of sentences can be produced. A language learner acquires language competence which enables him to produce language.One influential idea of this theory is that students should be allowed to create their own sentences based on their understanding of certain rules.3. Constructivist theoryThe constructivist theory believes that learning is a process in which the learner constructs meaning based on his own experiences and what he already knows. And education is used to develop the mind, not just to rote recall what is learned.Therefore, teachers must balance an understanding of the habits, characteristics as well as personalities of individual learners with an understanding of the means of arousing learners’ interests and curiosity for learning.4. Socio-constructivist theorySimilar to constructivist theory, it emphasizes interaction and engagement with the target language in a social context based on the concept of “Zone of Proximal Development” and scaffolding.In other words, learning is best achieved through the dynamic interaction between the teacher and the learner and between learners.三、What makes a good language teacher?There are a variety of elements that contribute to the qualities of a good language teacher. These elements can be classified into three parts: ethic devotion, professional qualities and personal styles四、How can one become a good language teacher?Professional competence is the state or quality of being adequately qualified for the profession, and armed with a specific range of knowledge, skills, strategies and ability. To develop professional competence, we can use the “reflective model” by Wallace.We can see the development of professional competence for a language teacher involves Stage 1, Stage 2, and Goal.1. The first stage is language development. All English teachers are supposed to have a sound command of English. Language is always changing, so language development can never come to an end.2. The second stage seems to be more complicated because it involves three sub-stages: learning, practice, and reflection.①The learning stage is actually the specific preparation that a language teacher should make before they go to practice. This preparation can be learn from others’ experiences, learn the received knowledge and learn from one’s own experiences.②The learning stage is followed by practice. The term “practice” can be used in two senses: In one sense, it is a short period of time assigned to do teaching practice as part of one’s pre-service education, usually under the supervision of instructors. This practice is also called pseudo practice. The other sense of “practice” is the real work that a teacher undertakes after he finishes formal education.③Teachers benefit from practice if they keep on reflecting on what they have been doing. Teachers reflect on their work not only after they finish a certain period of practice, but also while they are doing the practice.3. Professional competence as an ultimate goal does not seem to have an end. Actually professional competence is a moving target or horizon, towards which professionals travel all their professional life but which is never finally attained.Therefore, a language teacher must keep on learning, practicing, and reflecting.。

英语教学法教程(第二版)Unit2要点

Unit 2Communicative Language Teaching⏹The goal of CLT is to develop students’ communicative competence , which includes both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations(knowledge of what to say, when, how, where, and to whom).Five main components of communicative competence⏹Linguistic competence: knowledge of the language itself, its form and meaning (spelling, pronunciation, vocabulary, word formation, grammatical structure, sentence structure, semantics)⏹Pragmatic competence: the appropriate use of the language in social context (the choice of the vocabulary and structure depends on the setting, the relative status of the speakers and their relationships.)⏹Discourse competen ce: one’s ability to create coherent written text or conversation and the ability to understand them.(to express or to understand a topic logically and coherently by effectively employing or comprehending the cohesive markers used in the discourse)Five main components of communicative competence⏹Strategic competence : one’s ability to compensate for thecommunication breakdown due to lack of resources by searching for other means of expression, such as using a similar phrase, using gestures, or using a longer explanation.⏹Fluency: one’s ability to link units of speech together with facility and without strain or inappropriate slowness or undue hesitationPrinciples of CLT⏹Communication principle: activities that involve real communication promote learning⏹Task principle: activities in which language is used for carrying out meaningful tasks promote learning⏹Meaningfulness principle: language that is meaningful to the learner supports the learning processThe teaching of language skills in CLT⏹Listening & speaking: students should have the chance to listen to and produce what is meaningful, authentic, unpredictable, and creative if possible.⏹Reading: the purpose of reading is focused. Reading is to extract meaning or information (the learning of grammar and vocabulary is to facilitate such a process)⏹Writing: students should practice writing what people write in everyday life and writing in the way people write in reality.Learner roles within CLT⏹Learner acts as negotiator (between the self, the learning process, and the object of learning) when he/she interacts within the group and within the classroom procedures and activities which the group undertakes.⏹Learner should contribute as much as he gains, and learn in an interdependent way.Teacher roles within CLT⏹Organizer: to facilitate the communication process between all participants in he classroom, and between these participants and the various activities and texts⏹Learner and researcher: to act as an independent participant within the learning-teaching group.⏹Needs Analyst: to respond to learner language needsTeacher roles within CLT⏹Counselor: to maximize the meshing(配合）of speaker intention and hearer interpretation, through the use of paraphrase, confirmation, and feedback.⏹Group process manager: organize the classroom as a setting for communication and communicative activities. During an activity the teacher monitors, encourages learners but suppress the inclination to supply gaps in words, grammar, and strategy but notes such gaps for later commentary. At the conclusion of group activities, the leads in thedebriefing(汇报）of the activity, pointing out alternatives and extensions and assisting groups in self-correction discussion.Six criteria for evaluating communicative classroom activities⏹Communicative purpose⏹Communicative desire⏹Content, not form⏹Variety of language⏹No teacher intervention⏹No materials controlTask-based Language Teaching⏹Four components of a task:⏹A purpose: ensure that students have a reason for undertaking the task⏹A context：location, participants, relationships, time … (can be real, simulated or imaginary )⏹A process: getting the students to use learning strategies(problem solving, reasoning, inquiring, etc.) to use appropriate words,sentence structures,etc.⏹A product: visible(a written plan, a play, a letter) or invisible(enjoying a story, learning about another country, etc.) Procedures of TBLT⏹Pre-task⏹introduction to⏹topic and task⏹Task cycle⏹Task Planning Report⏹Language Focus⏹Analysis and practice characteristics of TBLT⏹1.Interactive principles. Students communicate with each other in target language, and then acquire this language;⏹nguage materials are close to real life. Student learn in the environment which is real and natural;⏹3.Focusing on both the result and process. It provides students with the chances for both language that they are learning and the learning process;⏹4.Stressing on personal experience. Students' own experience and feeling about learning language can promote the effectiveness of class;⏹5.Relative principles. It aims to connect the in-class learning andout-class one.Advantages of TBLT⏹Exposure to rich but comprehensible input of real language, ie the kind of language that learners will be needing or wishing to understand and use themselves.(Exposure and input come from teacher talk(esp. during the pre-task phase and when reviewing language analysis), students listening to each other, reading the texts or listening to recordings of others doing the task.⏹This input is not confined to sentence level examples, but consists of real, often spontaneous language use.⏹Opportunities for real use of language---chances for learners to experiment and test hypothesis, to mean what they say and express what they mean in a variety of circumstances.⏹TBLT framework gives students opportunities to use language to express what they want to say, to gain practice in turn-taking, controlling the interaction, interacting spontaneously in pairs. The Report phase then offers them the challenge of drafting and perfecting their report for a wider audience. The Planning stage gives students the confidence and support they need before they actually perform in public.⏹Motivation to listen and read, ie to process the exposure for meaning; and also to use the language , to speak and write.⏹Focus on language--- Report and Analysis phaseSimilarities between CLT and TBLT⏹1. Design Principles⏹Communication Principle⏹The Authenticity Principle⏹Learning by Doing Principle⏹2. Teaching Forms⏹role play and group discussionDifferences between CLT and TBLT⏹CLT pays more attention to the process of communication. It has not a certain purpose and the result of it is not important.⏹However, TBLT stresses on purpose and result. A task must have a clear purpose.。

英语教学法教程Unit2 Communicative PrinciplesTBLT

where and to say
Five main components of communicative competence
Hedge (2000: 46-55) discusses five main components of communicative competence: ---linguistic competence ---pragmatic competence ---discourse competence ---strategic competence --- fluency (PP17-19)
a. the functions and forms b. Language skills c. The way to use or teach language
In terms of functions and forms
In real life:Language is used to perform certain communicative functions. The traditional FLT: focuses on forms rather than on functions. The consequence: The learners have learned a lot of sentences or patterns, but they are unable to use them appropriately in real social situations.
In terms of the way to use /teach language In real life: Language is always used in a certain context. The traditional FLT: tends to isolate language from its context. e.g. the passive voice The consequence:The students are puzzled about how to use the language in a particular context.

王蔷英语教学法教程第二版 Unit2

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英语教学方法二一、判断题（共27 道试题，共54 分。

）V1. 任何语言都存在于某一特定的社会环境中，同时反映该社会的文化因素。

A. 错误B. 正确2. 在西欧，十九世纪末到二十世纪四十年代的外语教学，翻译法占统治地位。

、A. 错误B. 正确3. 对教师的评价包括教师素质的评价和对教师教学的评价。

A. 错误B. 正确满分：2 分4. 外语教学包含两个层次，一是让学生了解语言知识，二是语言性练习。

A. 错误B. 正确5. 英语教学的目的只是学好英语基础知识和基本技能，掌握这个工具。

A. 错误B. 正确满分：2 分6. 学习方式和学习策略是相互联系的，学习方式的变革会促进学生主体的多样化的学习，取得更佳效果。

A. 错误B. 正确7. “场独立型”的学生在学习上独立性较强，喜欢与人交往，是感性的学生。

A. 错误B. 正确满分：2 分8. 自下而上的阅读模式认为读者应首先利用世界性的知识对文章的主题的了解来理解整体的意义，用语境来猜测生疏项目的意义。

A. 错误B. 正确9. 在E-learning 模式中，学生的主体性表现为学习的积极性和主动性；教师的主导性体现为正确引导和启发学生进行学习。

A. 错误B. 正确10. 在接受学习过程中，学习内容是以问题的形式呈现出来的，学生是问题的发现者。

A. 错误B. 正确11. 在文化教学中应该精讲多练，精讲语言知识和文化知识，训练语言技能和交际文化能力。

A. 错误B. 正确12. 外语教学法的各种流派的方法体系都有各自相对的优点和缺点。

我们只要采取一种流派的方法就是外语教学的最佳方法。

B. 正确13. 所有能有效的促进学生发展的学习，就一定是自主学习。

因此，在所有的学习领域和学习主题都需要用探究学习的方式来进行。

A. 错误B. 正确14. 一次测试的信度系数约为0.75，说明这次测试的信度是不可取的。

A. 错误B. 正确15. 在学科学习策略的运用上，已有的知识会影响学习策略的选择，也就是说学习者的外语水平不同会导致使用不同的策略。

A. 错误B. 正确16. 及时复习巩固英语词汇是防止或减少遗忘的好方法。

A. 错误B. 正确17. 重视语法教学就必须灌输语法规则，在课堂上教师对语法进行详尽的讲解，学生要花力气记忆，做大量的翻译、填空和改错练习。

A. 错误B. 正确18. 教师在批改作业时应逐一更正错误，并写出正确的答案。

A. 错误B. 正确满分：2 分19. 自省智能指的是自我认知、自我反省的能力，包括知道自身的长处、动机、目标和感情。

A. 错误B. 正确20. 元认知知识指的是个体对于认知活动进行调节的能力。

A. 错误B. 正确21. 情感具有激智功能、动力功能、调节功能、感染功能和移情功能。

A. 错误B. 正确22. 课堂的教学评价关注的是教师的行为表现，注重的是教师在语言、板书、情感、教学思路、教学设计等的行为表现，课堂教学是以“教”为主，“学”应当为“教”服务。

A. 错误B. 正确23. 采用任务驱动型学习的方式可以改变目前教学中仍然存在的知识传授比重较大，语言实践不足甚至单纯讲授语言知识的现状，有利于新课程标准的实施。

A. 错误B. 正确24. 中学英语教学法是一门综合性的应用科学和实践性很强的学科。

A. 错误25. 学习策略是学生理解、学习新材料和运用语言时的思维和行为。

A. 错误B. 正确满分：2 分26. 交际策略是学生为了争取更多的交际机会、维持交际以及提高交际效果而采取的策略。

A. 错误B. 正确27. 英语测试不再只是对英语知识记忆的考查，而更多的是对运用能力的测试，包括策略运用的考查。

A. 错误B. 正确二、单选题（共18 道试题，共36 分。

）V1. Which of the following activities can best motivate junior learners?A. gamesB. recitationC. role-play of dialogues2. Which of the following is characteristic of children in learning a foreign language ?A. They pay more attention to meaning than to form.B. They have a clear purpose in learning a foreign language.C. They can monitor their own learning.D. They can concentrate for a long time in class.3. When should the teacher issue the instruction?A. as soon as class beginsB. when students’ attention is directed to the teacherC. when class is silent满分：2 分4. Which of the following best describes first language acquisition ?A. Care-taker talkB. Minimal pair practiceC. Selected inputD. Timely error correction.满分：2 分5. 指导英语教学的四种依据中，具有全面性和根本性的一种是：A. 教材B. 教参C. 英语教学大纲（英语课程标准）D. 英语教学法理论满分：2 分6. Among the factors affecting a lesson plan, which of the following is human factor ?A. personality of the teacherB. class sizeC. course requirement满分：2 分7. Which of the following should we examine if we want to assess the students' intrapersonal intelligence ?A. Performance in a discussion.B. Posters.C. Learning diaries.D. Performance in an interview.满分：2 分8. 为了获得更好的英语教学效益，英语课堂教学应该：A. 讲得仔细些B. 精讲精练C. 少教语言知识D. 多讲多练满分：2 分9. What strategy does "creating a situation for students to use the words" help to train?A. Association.B. Association.C. Contextualization.D. Collocation.满分：2 分10. Which of the following questions can be used in the questionnaire for assessing participation ?A. Did you get all the questions right in today"s class?B. Did you finish the task on time?C. Can you use the strategies we have learned today?D. What did you do in your group work today?满分：2 分11. What is the teacher doing in terms of error correction? S: I go to the theatre last night. T: You GO to the theatre last night ?A. Correcting"the student"s mistake.B. Hinting that there is a mistake.C. Encouraging peer correction.D. Asking the Student whether he really went to the theatre.满分：2 分12. Which of the following expresses instrumental motivation?A. I learn English in order to survive in the target language country.B. I learn English just because of interest.C. I learn English in order to get promoted in one"s position.满分：2 分13. To cultivate communicative competence, what should correction focus on?A. linguistic formsB. communicative strategiesC. grammatical rules满分：2 分14. What should a required lesson plan look like?A. a copy of explanation of words and structuresB. a timetable for activitiesC. transcribed procedure of classroom instruction满分：2 分15. Which of the following activities can be used at the practice stage of vocabulary instruction ?A. Completion exercises.B. Reading to discover the meaning of words.C. Cross-word puzzles.D. Teacher explaining the usage of words.满分：2 分16. Which of the following can help to present ?A. Realia.B. Miming.C. Examples.D. Pictures.满分：2 分17. The purpose of the outline is to enable the students to have a clear organization of ideas anda structure that can guide them ( ).A. in the actual writingB. in free writingC. in controlled writing18. 对于不读书、上课不听课乃至离家出走的学生，你的看法和对策是：A. 这类学生受到家庭和社会的影响，已经“定型”，只要不出大事，能维持到毕业就行了B. 老师费尽心机做工作，好不到几天又故态复萌，这些学生最好回家或转走C. 这些学生因为学习差，染上了不良习惯，父母不爱，同学不喜欢，老师要多爱他们，理解他们的难处，坚持关心、帮助他们D. 联系家长对他们每天的生活言行严加管束三、多选题（共5 道试题，共10 分。

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