《英语教学法教程》期末考试讲稿
《英语教学法》(1)期末考试试题之一答案和评分标准.doc
《英语教学法》（1）期末考试试题之一答案和评分标准Part L Fill in the blanks with correct information: 30%, two points each1.the teaching of English as a foreign language2.reading, writing, translation3. a functional-notional4.Sociolinguistics5.without any conscious learning6.generative-transformational grammar7.Total Physical Response, Community Language Learning, Suggestopedia& Structural syllabus, Topic syllabus, Functional syllabus, Situational syllabus, Skills syllabus9.the needs assessment or diagnosis, formulation of objectives, selection of content10.knowing a languagemunicative12・ Communicative Language Teaching13.different functions, different characteristics14.students9 communicative competence15.CLT— ommunicative Language TeachingPart II Decide whether the following statements are true or false. Write T for true and F for false. 20%, two points eachl.T 2.T 3.T 4F 5. F 6. T 7. T 8. T 9. F 10. FPart III 50%Design a reading lesson with three stages as required.Imagine that you would teach this text to a senior middle school class; think about the pre-reading activities you might design for it. [The original text is provided for the reference of markers]Sustainable development: China's choice for the 21" centuryWhat will the earth look like in the 21" century?As acid rain, ozone depletion, and soil erosion destroy the earth\ environment and as the negative effects of economic development, such as decrecised forest coverage, over-exploration of marine resources and shrinking farm kind become more obvious, people have grown concerned about their future living space・In 1987, Norwegian Prime Minister Gro Harlem Brundtland introduced the term 'sustainable development，in her report entitled Our Common Future to the World Environment and Development Council・The United Nations Environment and Development Conference held in Rio de Janeiro, Brazil, in 1992, accepted the new tenn and passed the framework document called "'Agenda 2T\ The conference was a milestone and marked a shift from traditional development and life styles to the start of sustained development in the global economy. It proved that development and environmental protection had finally achieved equal importance・It is universally acknowledged that the problem of environmental protection and improvement will be solved only when it is considered in the context of development.At that very conference, Chinese Premier Li Peng, on behalf of the Chinese government, vowedChina would seriously fulfill its internationid obligations・ Two years later, in July 1994, China enacted Agenda 21 of China and the Plan for Priority Projects in China's Agenda 21.It is of great international and historic significance for China, with the world's largest population and its long history, to carry out a strategy of sustained development, remarked Maurice Strong, Secretary General of the UN Environment and Development Conference.DATAThe Key Points of Agenda 21 of ChinaFollowing are the main points of the Agenda・Part One: Overall Sustainable Development Strategies. This part emphasizes capacity building for sustainable development. It includes setting up China's system of sustainable development, improving education, developing science and technology, and establishing an infomiation system for sustainable development.Part Two: Social Sustainable Development. This part includes population control, consumption by inhabitants, social services, poverty elimination, health, sanitation, sustainable development of human settlement, and disaster relief. The key aspects are to control China's population growth and improve population quality.Part Three: Economic Sustainable Development. This part includes economic policies for sustainable development, such as sustainable development of agriculture and the rural economy; sustainable development of industry, transportation, and telecommunications; and sustainable energy production and consumption.Part Four: Rational Resource Use and Environmental Protection. This part includes the protection and sustainable use of water, land and other natural resources; the protection of bio-diversity; the prevention and control of desertification; the protection of the atmosphere; and the environmentally sound management of solid wastes.Pre-reading activities (10%)five points for each activity, which are further divided between “specific steps” and “reasons for your design”，2.5 points for each partThe following are possible pre-reading activities for the reference of markers. Students need to elaborate the activity as well as give reasonable explanation for their choices. These two parts should be done in good English.•Examine the accompanying visual information (diagrams, maps, photographs)•Reflect on the title or the topic•State what they already know about the topic•State what they would like to know about the topic•Write their own questions that they want the text to answer•Answer the teacher^ general questions about the text type or topic (oral or written) •Brainstonn the topic in groups or whole class•Guess the topic by looking at key words from the textWhile-reading Activities (30%)ten points for each activity, which are further divided between “specific steps” and u reasonsfor your design”，five points for each partThe following are possible while-reading activities for the reference of markers・ Students need to elaborate the activity as well as give reasonable explanation for their choices・ These two parts should be done in good English・•Skim reading to get the gist (main idea of the text•Locating specific infonnation•Transferring infonnation from the text to a diagram, table, form, map, graph or picture •Taking notes on the main points, or on specific points of the text•Drawing a diagram to show the text structure•Answering factual questions on the text•Answering inferring questions on the text (reading between the line)•Putting the events in correct order•Stating if statements given about the text are true or false•Working out the meaning of words or phrases in the text from the context•Examining referents in the text and stating what they refer to•Putting the paragraphs of a jumbled text back in the correct order•Giving sections of a text appropriate headings•Giving the text an appropriate titlePost-reading activities (10%)five points each activity, which are further divided between “specific steps” and “reasons for your design^, 2.5 points for each partThe following are possible post-reading activities for the reference of markers・ Students need to elaborate the activity as well as give reasonable explanation for their choices・ These two parts should be done in good English・•Oral discussion of the topic of the text•Role-play a different situation from the text but using the same characters, or role-play the same situation as in the text but using the different characters•Writing a summary of the main content of the text•Comment on the content of the text•Retelling the story of the text•Finishing the story (orally or ion writing), that means either predicting an ending or changing the ending to one of your own choice•Listening to or reading some supplementary materials.。
《英语教学法》期末考试A卷 BB
▆ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■▆ 《英语教学法》 试卷 共2页（第 1 页） 答案务必写在答题纸上，否则不得分，超出黑色边框区域的答案无效！ ▆《英语教学法》期末考试A 卷 开卷考试时间90分钟，答题卡作答姓名： 专业：学号： 学习中心：缺考标记，考生禁填！ □成绩：一、名词解释（答案务必写在答题纸上，40分）1. 教学资源答：教学资源是为教学的有效开展提供的素材等各种可被利用的条件，通常包括教材、案例、影视、图片、课件等，也包括教师资源、教具、基础设施等，广义也应该涉及到教育政策等内容。
2. 英语写作策略 答：是学生学习英语和培养语言能力的主要内容,教师应充分利用教材内容,由浅入深,由简到繁,指导学生进行多种形式的写作训练.3. 教学设计答：是根据课程标准的要求和教学对象的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划。
一般包括教学目标、教学重难点、教学方法、教学步骤与时间分配等环节。
4. 发现式教学法答：亦称假设法和探究法，这是一种基于问题学习的教学方法，是指教师在学生学习概念和原理时，不是将学习的内容直接提供给学生，而是向学生提供一种问题情境，只是给学生一些事实（例）和问题，让学生积极思考，独立探究，自行发现并掌握相应的原理和结论的一种方法。
二、论述题（答案务必写在答题纸上，30分）1. PWP 教学过程的本质特征是什么？答：英语阅读教学中的PWP 过程指的是将整个学习过程分为学习前（pre-learning ）、学习中（while-learning ）和学习后（post-learning ）三个阶段。
PWP 模式简洁实用,对促进教师的＂教＂与学生的＂学＂有很大作用。
关键是在新课标下如何运用PWP 来整合课程内容资源,使阅读教学简约高效。
2. 英语教学中如何进行教材的整合。
请举例说明。
答：人教版《普通高中课程标准实验教科书》中每一个模块的每个单元都围绕一个主要话题开展听、说、读、写活动，各个部分的教学目标明确，不分课次和顺序，方便教师根据教学的实际情况灵活使用教材。
《英语教学法》期末考试试题之二答案和评分标准（精选5篇）
《英语教学法》期末考试试题之二答案和评分标准（精选5篇）第一篇：《英语教学法》期末考试试题之二答案和评分标准《英语教学法》（1）期末考试试题之二答案和评分标准Part I.Fill in the blanks with correct information: 30%, two points each1.the teaching of Ancient Greek and Latin in the west2.an intellectual activity3.topics, situations, functions, notions4.Dell Hymes5.first language acquisition6.The …holistic‟ approachmunity Language Learning8.English for Special Purposesanization of learning experiences, determination of what to evaluate and how to evaluate10.a knowledge of the appropriateness, the functional value of the language11.inappropriateness12.a constructive process, what is presented on the page or in the sound system13.oral communication14.the vocabulary and grammar structures, the skills required in typical situations15.English novels, poems, advertisements, instruction manuals, songs, films, lectures, speeches,radio announcements, new reports, plays, etc.Part II Decide whether the following statements are true or false.Write T for true and F for false.20%, two points each1.F2.F3.F4.T5.F6.T7.F8.F9.T10.TPart III 50%Design a reading lesson with three stages as required.Imagine that you would teach this text to a senior middle school class;think about the pre-reading activities you might design for it.[The original text is provided for the reference of markers]The States ExplainedLike all Dads, my father sometimes seemed to be practicing for a world‟s most boring competition.He used to have the habit, when I was a boy, of identifying and reporting the state of origin of all the other cars on any highway we happened to be traveling along.In America, as I expect you know, each state issues its own number plates, so you can tell at a glance where another car is from, which enabled my father to make observations like, …Hey, another car from Wyoming.That‟s three this morning.‟Or: …Mississippi.Wonder what he‟s doing up here?‟Then he would look around hopefully to see if anyone wanted to add a comment, but no one ever did.He could go on like that all day, and often did.I once wrote a book making good-natured fun of the old man for his many interesting and unusual talents when behind the wheel—the ability to get lost in any city, to drive the wrong way down a one-way street so many times that people would eventually come and watch from their doorways, or spend an entire afternoon driving around within sight of an amusement park or other eagerly sought attraction without actually finding the entrance.One of my teenaged children recently read that book for the first time and came with it into the kitchen where my wife was cooking and said in a tone of amazed discovery, “But this is Dad,” meaning me.I have to admit it.I have becomemy father.I even read number plates, though my particular interest is the slogan.Many states, you see, include a friendly message or piece of information on their plates, like “Land of Lincoln” for Illinois, “Vacationland” for Marina, “Sunshine State” for Florida, and the crazy “Shore Thing” for New Jersey.I like to make jokes and comments on these so when, for instance, we see Pennsylvania‟s “You‟ve got a friend in Pennsylvania”, I turn to the passengers and say in an injured tone, “Then why doesn‟t he call?” However, I am the only one who finds this an amusing way to spend a long journey.All this is by way of introducing our important lesson for the day, namely that the United States isn‟t so much a country as a collection of fifty small independent nations, and you forget this at your peril.It all goes back to the setting up of a federal government after the War of Independence when the former colonies didn‟t trust each other.In order to keep them happy, the states were given an extraordinary range of powers.Even now each state controls all kinds of matters to do with your personal life—where, when and at what age you can legally drink, whether you can carry a concealed weapon, own fireworks, or legally gamble;how old you have to be to drive;whether you will be killed in an electric chair, by lethal injection, or not at all, and how you have to be to get yourself in such a fix;and so on.If I leave our town of Hanover, and drive over the Connecticut River to Vermont, I will find myself suddenly subject to perhaps 500 completely different laws.I must, among much else, buckle my seat belt, acquire a licence if I wish to practise dentistry and give up all hope of erecting roadside hoardings, since Vermont is one of just two states to outlaw highway advertising.On the other hand, I may carry a gun on my person without any problem, and if I am arrested for drunkendriving I may legally decline to give a blood sample.Since I always buckle anyway, don‟t own a gun, and haven‟t the faintest desire to stick my fingers in people‟s mouths, even for very good money, these matters don‟t affect me.Elsewhere, however, differences between our state laws can be dramatic, even alarming.States decide what may or may not be taught in their schools, and in many places, particularly in the Deep South, textbooks must accord with very narrow religious views.In Alabama, for instance, it is illegal to teach evolution as anything other than “an unproven belief”.All biology textbooks must carry a statement saying “This textbook discusses evoluti on, a controversial theory some scientists present as a scientific explanation for the origin of living things.“By laws, teachers must give equal weight to the notion that the earth was created in seven days and everything on it—fossils, coal deposits, dinosaur bones—is no more than 7,500 years old.I don‟t know what slogan Alabama has on its number plates, but “Proud to be Backward: sounds suitable to me.Pre-reading activities(10%) five points for each activity, which are further divided between “specific steps” and “reasons for your design”, 2.5 points for each partThe following are possible pre-reading activities for the reference of markers.Students need to elaborate the activity as well as give reasonable explanation for their choices.These two parts should be done in good English.λExamine the accompanying visual information(diagrams, maps, photographs) λ Reflect on the title or the topicλλλλλλ State what they already know about the topic State what they would like to know about the topic Write their own questions that they want the text to answer Answer the teacher‟s general questions about the text type or topic(oral or written)Brainstorm the topic in groups or whole class Guess the topic by looking at key words from the textWhile-reading Activities(30%)ten points for each activity, which are further divided between “specific steps” and “reasons for your design”, five points for each partThe following are possible while-reading activities for the reference of markers.Students need to elaborate the activity as well as give reasonable explanation for their choices.These two parts should be done in good English.λ Skim reading to get the gist(main idea of the textλ Locating specific informationλ Transferring information from the text to a diagram, table, form, map, graph or picture λ Taking notes on the main points, or on specific points of the textλ Drawing a diagram to show the text structureλ Answering factual questions on the textλ Answering inferring questions on the text(reading between the line)λ Putting the events in correct orderλ Stating if statements given about the text are true or false λ Working out the meaning of words or phrases in the text from the contextλ Examining referents in the text and stating what they refer toλ Putting the paragraphs of a jumbled text back in the correct orderλ Giving sections of a text appropriate headingsλ Giving the text an appropriate titlePost-reading activities(10%)five points each activity, which are further divided between “specific steps” and “reasons for your design”, 2.5 points for each partThe following are possible post-reading activities for the reference of markers.Students need to elaborate the activity as well as give reasonable explanation for their choices.These two parts should be done in good English.λOral discussion of the topic of the textλ Role-play a different situation from the text but using the same characters, or role-play thesame situation as in the text but using the different charactersλ Writing a summary of the main content of the textλ Comment on the content of the textλ Retelling the story of the textλ Finishing the story(orally or ion writing), that means either predicting an ending or changingthe ending to one of your own choiceλ Listening to or reading some supplementary materials.第二篇：英语教学法期末考试资料Steps for teaching a grammatical item: 1.Provide a context 2.Help students to say the target language 3.Provide a written record 4.Personalize the target language 5.Help students to guess the grammar rules of the target language 6.Help students to understand the communicative importance of grammar7.Help students to understand the importance of grammatical accuracy The deductive method 1.the rule is given first.2.The teacher explains the rules with examples.3.Students apply the rules to given situations(practices).The inductive method Students are given the structure in context and are asked to work out the rules for themselves.They are given guidance from the teacher in using evidence from the context to work out the usage of the structure.Steps for teaching a sound：1.Say the sound alone.2.Get the students repeat the sound in chorus3.Get individual students to repeat the sound.4.Explain how to make the sound.5.Say the sound in a word.6.Contrast it with other sounds.7.Say the sound in meaningful context Vocabulary items presentation and practices Presentation 1.Try to provide a visual or physical demonstration whenever possible, using pictures, photos, video clips, mime or gestures to show meaning.2.Provide a verbal context to demonstrate meaning.Then ask students to tell the meaning first before it is offered by the e synonyms or antonyms to explain e lexical sets or hyponyms to show relations of words and their meanings,e.g cook::fry, boil, bake, grill, etc.5.Translate and exemplify, especially with technical words or words with abstract e word formation rules and common affixes to build new lexical knowledge in what is already known.7.Teach vocabulary in chunks.Chunks refer to a group of words that go together to form meaning.It is also referred to as ‘pre-fabricated formulaic items’.8.Think about the context in real life where the word might be used.Relate newly learned language to students’ real life to promote high motivation.9.Think about providing different context for introducing new words.10.Prepare for possiblemisunderstanding or confusion that students may have.for practice and consolidation--Songs and games--semantic field and semantic mapping--key word method--vocabulary exercises--regular reviewBlank filling 1.Five main components of communicative competence: Linguistic competence is concerned with knowledge of the language itself, its form and meaning.Pragmatic competenceis concerned with the appropriate use of the language in social context.Discourse competence refers to one’s ability to create coherent written text or conversation and the ability to understand them.Strategic competence i is similar to communication strategies.It refers to strategies one employs when there is communication breakdown due to lack of resources.Fluency means one’s ability to “link units of speech together with facility and without strain or appropriate slowness or undue hesitation.2.Three principles of communicative language teaching(CLT):(1)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.3.Six criteria for evaluating how communicative classroom activities are: municative purpose municative desire 3.Content, not form 4.Variety of language 5.No teacher intervention 6.No materials control.4.PPP=Presentation, Practice, Production.(be familiar with the five-step teaching method, which is quite similar to the PPP moder but adding revision at the beginning and consolidation at the end.TBLT=Task-based Language TeachingTBL=Task-based Learning 5.How to design tasks? Five steps:1.Think about students’ needs, interests, and abilities.2.Brainstorm possible tasks.3.Evaluate the list.4.Choose the language items.5.Preparing materials.6.Principles for good lesson planning: Aim, Variety, Flexibility, Learnability, ponents of a lesson plan: Background information, Teaching aims, Language contents and skills, Stages and procedures, Teaching aids, End of lesson summary, Optional activities and assignments, After lesson reflection.8.The role of the teacher: Controller, Assessor, Organiser, Prompter, Participant, Resource-provider, Teacher’s new roles: facilitator, guider, researcher.9.Classroom instructions: the type of language teachers use to organise or guide learning.How to make Classroom instructions effective: To use simple instructions and make them suit the comprehension level of the students.To use the mother-tongue only when it necessary.10.Student grouping: Whole class room, Pair work, Group work, Individual study.11.How to group: For pair work: Always follow a similar procedure;Assign roles clearly around the class;Demonstrate rather than explain;Keep an eye out for wanting interest.For group work:1)Group ss according to seating arrangement 2)Ss select group members 3)Strong & weak ss are mixed together4)Strong & weak ss are grouped separately to do different tasks5)Group by draw lots.12.What are errors? How are they different from mistake? A mistake refers to ‘a per formance error that is either a random guess or a slip of tongue, and it is a failure performance to a known system.An error has direct relation with the learner’s language competence.Errors do not result from carelessness or hesitation, but lack of knowledge in the target language.A mistake can be self-corrected;an error cannotbe.13.How to deal with errors? In dealing with errors and mistakes, we need to be clear whether the task or activity is focusing on accuracy or fluency.14.When to correct errors? Generally, it is best not to interrupt students during fluency work unless communication breaks down.Let a trivial mistake pass if most of the language is right.For some common mistakes, take a note in mind first and correct, after the student’s performance.15.How to correct errors? Different ways and techniques:1)Direct teacher correction 2)Indirect teacher correction 3)Self-correction 4)Peer correction 5)Whole class correction.Which techniques to use? As a general rule, indirect teacher correction is encouraged rather than direct ones to avoid damaging ss’ self-esteem and confidence.In practice, self-correction is encouraged before teacher correction or peer correction, esp, for mistakes.The whole class correction is used for main error types.第三篇：英语教学法期末考试资料Steps for teaching a grammatical item:1.Provide a context2.Help students to say the target language3.Provide a written record4.Personalize the target language5.Help students to guess the grammar rules of the target language6.Help students to understand the communicative importance of grammar7.Help students to understand the importance of grammatical accuracy The deductive method1.the rule is given first.2.The teacher explains the rules with examples.3.Students apply the rules to givensituations(practices).The inductive methodStudents are given the structure in context and are asked to work out the rules for themselves.They are given guidance from the teacher in using evidence from the context to work out the usage of the structure.Steps for teaching a sound：1.Say the sound alone.2.Get the students repeat the sound in chorus3.Get individual students to repeat the sound.4.Explain how to make the sound.5.Say the sound in a word.6.Contrast it with other sounds.7.Say the sound in meaningful contextVocabulary items presentation and practicesPresentation1.Try to provide a visual or physical demonstration whenever possible, using pictures, photos, video clips, mime or gestures to show meaning.2.Provide a verbal context to demonstrate meaning.Then ask students to tell the meaning first before it is offered by the teacher.e synonyms or antonyms to explain meanings.e lexical sets or hyponyms to show relations of words and their meanings,e.g cook::fry, boil, bake, grill, etc.5.Translate and exemplify, especially with technical words or words with abstract meaning.e word formation rules and common affixes to build new lexical knowledge in what is already known.7.Teach vocabulary in chunks.Chunks refer to a group of words that go together to form meaning.It is also referred to as ‘pre-fabricated formulaic items’.8.Think about the context in real life where the word might be used.Relate newly learned language to students’ real life to promote high motivation.9.Think about providing different context for introducing new words.10.Prepare for possible misunderstanding or confusion that students may have.forpractice and consolidation--Songs and games--semantic field and semantic mapping--key word method--vocabulary exercises--regular reviewBlank filling1.Five main components of communicative competence:Linguistic competenceis concerned with knowledge of the language itself, its form and meaning.Pragmatic competenceis concerned with the appropriate use of the language in social context.Disco urse competencerefers to one’s ability to create coherent written text or conversation and the ability to understand them.Strategic competence iis similar to communication strategies.It refers to strategies one employs when there is communication breakdown due to lack of resources.Fluencymeans one’s ability to “link units of speech together with facility and without strain or appropriate slowness or undue hesitation.2.Three principles of communicative language teaching(CLT):(1)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.3.Six criteria for evaluating how communicative classroom activities are: municative purpose municative desire 3.Content, not form 4.Variety of language 5.No teacher intervention 6.No materials control.4.PPP=Presentation, Practice, Production.(be familiar with the five-step teaching method, which is quite similar to thePPP moder but adding revision at the beginning and consolidation at the end.TBLT=Task-based Language TeachingTBL=Task-based Learning5.How to design tasks? Five steps:1.Think about students’ needs, interests, and abilities.2.Brainstorm possible tasks.3.Evaluate the list.4.Choose the language items.5.Preparing materials.6.Principles for good lesson planning: Aim, Variety, Flexibility, Learnability, Linkage.ponents of a lesson plan: Background information, Teaching aims, Language contents and skills, Stages and procedures, Teaching aids, End of lesson summary, Optional activities and assignments, After lesson reflection.8.The role of the teacher: Controller, Assessor, Organiser, Prompter, Participant, Resource-provider, Teacher’s new roles: facilitator, guider, researcher.9.Classroom instructions: the type of language teachers use to organise or guide learning.How to make Classroom instructions effective: To use simple instructions and make them suit thecomprehension level of the students.Touse the mother-tongue only when it necessary.10.Student grouping: Whole class room, Pair work, Group work, Individual study.11.How to group: For pair work: Always follow a similar procedure;Assign roles clearly around the class;Demonstrate rather than explain;Keep an eye out for wanting interest.For group work:1)Group ss according to seating arrangement2)Ss select group members3)Strong & weak ss are mixed together 4)Strong & weak ss are grouped separately to do different tasks5)Group by draw lots.12.What are errors? How are they different from mistake? A mistake refers to ‘a performance error that is either a random guess or a slip of tongue, and it is a failure performance to a known system.An error has direct relation withthe learner’s language competence.Errors do not result from carelessness or hesitation, but lack of knowledge in the target language.A mistake can be self-corrected;an error cannot be.13.How to deal with errors? In dealing with errors and mistakes, we need to be clear whether the task or activity is focusing on accuracy or fluency.14.When to correct errors? Generally, it is best not to interrupt students during fluency work unless communication breaks down.Let a trivial mistake pass if most of the language is right.For some common mistakes, take a note in mind first and correct, after the student’s performance.15.How to correct errors? Different ways and techniques:1)Direct teacher correction 2)Indirect teacher correction 3)Self-correction 4)Peer correction 5)Whole class correction.Which techniques to use? As a general rule, indirect teacher correction is encouraged rather than direct ones to avoid damaging ss’ self-esteem and confidence.In practice, self-correction is encouraged before teacher correction or peer correction, esp, for mistakes.The whole class correction is used for main error types.第四篇：04-《英语教学法》期末考试试题之三《英语教学法》（1）期末考试试题之三（开卷考试）Part I.Fill in the blanks with correct information: 30%1.By adopting the Grammar-Translation Method, a teacher would_____________________ and then do some translation work.2.The founding of _____________in 1957 had impacts on the way languages were taught.3.The main aim of a functional-notional syllabus is on ______________.4.According to Dell Hymes, ___________ is as important as __________ in language use.5._______________ was the basis of the Audio-lingual Method.6.____________ is concerned with treating a learner notjust as a student in the classroom, but as a human being with feelings and emotions.7.In _____________, translations in students’ mother tongue of texts are provided 8.The Grammar-Translation Method is usually based on a _____________ syllabus.9.A needs analysis is done by studying ____________________________________.10.Students should have the knowledge of the situation and social factors and relate them to linguistic forms in order to interpret or express _________________________.11.Students, without any knowledge of the appropriateness of language but_________________________, are making potentially more serious errors.12.The difficulty of a text depends not only on the language but also_________________.13.Natural conversation often seems chaotic because of__________________, _________________, ____________________.14.CLT focuses on _______________________ though attention is given to vocabulary and grammar.15.___________further divided authenticity into communicative genuineness and communicative authenticity.Part II Decide whether the following statements are true or false.Write T for true and F for false.20%1.People learned Ancient Greek and Latin as an intellectual activity.2.Sociolinguistics is the study of culture and the comparison of cultures between different countries.3.The Audio-lingual Methods encourages the use of mother tongue in the classroom.4.T otal Physical Response pays particular attention to the comfort of the classroom and the learning environment.5.A textbook with such course design as Unit 1 At the cinema, Unit 2 A day at school, Unit 3 A t the baker’s, etc.is based on a functional syllabus.6.As a learner of English, you will be forgiven for errors of inappropriateness if you can speak goodEnglish.7.Knowledge of oral communication features can help improve the teaching of communicative skills.8.According to Widdowson, A text is genuine if it follows the convention of that type of text.9.Good learners should avoid making errors.10.Social interaction activities focus on the social aspect of communication and functional communication activities on the functional aspect of communication.Part III 50% Design a reading lesson with three stages as required.Imagine that you would teach this text to a senior middle school class;think about the pre-reading activities you might design for it.So you want to be a pop star?So you dream of becoming a pop star, do you? What is the best way of getting a contract with a record company—sending in a demonstration tape(“sending a demo”), or doing concerts(“gigging”)? This question is like asking which came first, the chicken or the egg? According to Eddie Lee, drummer with a group called Cool Shadows, in Shanghai, both demos and gigging are equally important.“Playing in gigs gives you good practice,” he said, “and there is just a chance—a small one—that someone from a recording company might be there to hear you.But you can’t rely on that: you have to send in demos too—that’s the only way you can hope a top executive might hear your music.”But Tony Ho, who has played in several different bands in Guangzhou, believ es that playing in gigs is very important.“You never know when an agent for a company is likely to turn up,” he says.“They hear your music, and they see you in action;if they like both, then you are in with a chance.” So what about demos? “Most of them are just thrown away,” he says.“They get hundreds of demos every year.There’s no way they can listen to all of them!”Tammy Liu plays in an all-girl group in Beijing.“It’s not what you know—or what you do;it’s who you know!” she says.“It’s all about guanxi.So me of the stuff that gets released is rubbish—you can be sure that the group is related to someone big in the recording studio!”We asked a senior executive in the music business in London about this.“Look, music is big business,” he said.“No company is going to sign on people with no talent, just because they are the chairman’s son-in-law!” So what is his advice? “Most record companies are looking for two things—talent, and enthusiasm.The best way to get noticed by a record company is by signing up with a good management agency.A good agency has got all the right contacts in the music industry.That’s what the Spice Girls did.They would never have succeeded by sending in a demo on cassette!”A good manager has the respect of management agencies, and can save a group of wannabes a lot of time.But you still have to make good music—music that people want to listen to.And you need to get the right equipment—good instruments, and so on—and a good presentation.That means you must not just sound right—you must look right, and have a good relationship with your audience.Even then, your chances of success are small.Everyone in the business is sure of one thing: don’t give up your studies, and don’t give up your job, if you have one.Even if you succeed, the chances of your lasting a long time are very small!Pre-reading activities Activity 1 Specific steps: Reasons for your design:Activity 2 Specific steps:Reasons for your design:While-reading Activities Activity 1 Specific steps:Reasons for your design:Activity 2 Specific steps:Reasons for your design:Activity 3 Specific steps:Reasons for your design:Post-reading activities Activity 1 Specific steps:Reasons for your design: Activity 2 Specific steps:Reasons for your design:《英语教学法》（1）期末考试试题之三答案和评分标准Part I.Fill in the blanks with correct information: 30%, two points each 1.explain and analyze the target language in the students’ mother tongue2.the European Communitymunication4.appropriacy, accuracy5.Behaviorist psychology6.The Humanist School7.Suggestopdedia8.structural9.what the learner has to do in the language 10.the intended meaning 11.able to produce structurally perfect sentences 12.the amount of background knowledge required 13.back-channel responses, utterance completion and overlaps 14.a comprehensive training of communicative competence 15.WiddowsonPart II Decide whether the following statements are true or false.Write T for true and F for false.20%, two points each 1.T2.F3.F F5.F6.F7.T8.T9.F10.F。
04-《英语教学法》期末考试试题之一
04-《英语教学法》期末考试试题之一第一篇：04-《英语教学法》期末考试试题之一《英语教学法》（1）期末考试试题之一（开卷考试）Part I.Fill in the blanks with correct information: 30%1.TEFL is the abbreviation of_________________________.2.The grammar-Translation Method focuses on ______________, ________________ and___________3.The Threshold Level, edited by van Ek, is a good example of ______________ syllabus.4.The study of the relationship between language and society, including the social functionslanguage fulfils in a society is called____________nguage acquisition means mastering a language ____________.6.According to Chomsky‟s ___________________, language is not learnt merely by copyingwhat is said or written;learners have to be given the chance to experiment with language, try out things for themselves, generate their own sentences and have the opportunity to make mistakes.7.List three language teaching methods that belong to the Humanist School__________,_________, and _____________.8.List five types of syllabus: ______________, _____________, _______________,_____________, __________________.9.In Taba‟s model of curriculum processes, the first stage is _______________, the second stageis _______________ and the third stage is_______________.10.Knowing how to make correct sentences is only one part of what we meanby__________________.11.Linguistic forms are related to __________________ functions.12.CLT is the abbreviation of__________________.13.Spoken language and written language exist to fulfill _________________-anddemonstrate________________.14.The goal of Communicative Language Teaching is to develop______________________.15.Authenticity is also a characteristic of _________________.Part II Decide whether the following statements are true or false.Write T for true and F for false.20%1.According to the Grammar-Translation method, the syllabus is designed around grammaticalstructures.2.The main aim of a functional-notional syllabus is on communication.3.Drills alone cannot meet communicative needs in real life.4.The chief advantage of Community Language Learning is that students can say whatevercomes to their mind, not caring for their own language proficiency level.5.A textbook with such course design as Unit 1 Entertainment, Unit 2 Sport, Unit 3 Religion,etc.is based on a situational syllabus.6.Students have to grasp the relationships between communicative functions and sentencesstructures so as to communicate properly in real life.7.Spoken language differs from written language in terms of communicative functions as wellas linguistic characteristics.8.The language is natural, so the authenticity of language is most important in CLT.9.By saying that the teacher is an assessor we mean that he only makes correction and gradingbut not gives feedback and municative activities concentrate on the content as well as the language form.Part III 50%Design a reading lesson with three stages asrequired.Imagine that you would teach this text to a senior middle school class;think about the pre-reading activities you might design for it.Sustainable development: China‟s choice for the 21st centuryWhat will the earth look like in the 21st century?As acid rain, ozone depletion, and soil erosion destroy the earth‟s environment and as the negative effects of economic development, such as decreased forest coverage, over-exploration of marine resources and shrinking farmland become more obvious, people have grown concerned about their future living space.In 1987, Norwegian Prime Minister Gro Harlem Brundtland introduced the term …sustainable development‟in her report entitled Our Common Future to the World Environment and Development Council.The United Nations Environment and Development Conference held in Rio de Janeiro, Brazil, in 1992, accepted the new term and passed the framework document called “Agenda 21”.The conference was a milestone and marked a shift from traditional development and life styles to the start of sustained development in the global economy.It proved that development and environmental protection had finally achieved equal importance.It is universally acknowledged that the problem of environmental protection and improvement will be solved only when it is considered in the context of development.At that very conference, Chinese Premier Li Peng, on behalf of the Chinese government, vowed China would seriously fulfill its international obligations.Two years later, in July 1994, China enacted Agenda 21 of China and the Plan for Priority Projects in China’s Ag enda 21.It is of great international and historic significance for China, with the world‟s largest population and its long history, to carry out a strategy ofsustained development, remarked Maurice Strong, Secretary General of the UN Environment and Development Conference.DATAThe Key Points of Agenda 21 of ChinaFollowing are the main points of the Agenda.Part One: Overall Sustainable Development Strategies.This part emphasizes capacity building for sustainable development.It includes setting up China‟s system of sustainable development, improving education, developing science and technology, and establishing an information system for sustainable development.Part Two: Social Sustainable Development.This part includes population control, consumption by inhabitants, social services, poverty elimination, health, sanitation, sustainable development of human settlement, and disaster relief.The key aspects are to control China‟s population growth and improve population quality.Part Three: Economic Sustainable Development.This part includes economic policies for sustainable development, such as sustainable development of agriculture and the rural economy;sustainable development of industry, transportation, and telecommunications;and sustainableenergy production and consumption.Part Four: Rational Resource Use and Environmental Protection.This part includes the protection and sustainable use of water, land and other natural resources;the protection of bio-diversity;the prevention and control of desertification;the protection of the atmosphere;and the environmentally sound management of solid wastes.Pre-reading activitiesActivity 1Specific steps:Reasons for your design:Activity 2Specific steps:Reasons for your design:While-reading ActivitiesActivity 1Specific steps:Reasons for your design:Activity 2Specific steps:Reasons for your design:Activity 3Specific steps:Reasons for your design:Post-reading activities Activity 1Specific steps:Reasons for your design:Activity 2Specific steps:Reasons for your design:第二篇：04-《英语教学法》期末考试试题之三《英语教学法》（1）期末考试试题之三（开卷考试）Part I.Fill in the blanks with correct information: 30%1.By adopting the Grammar-Translation Method, a teacher would_____________________ and then do some translation work.2.The founding of _____________in 1957 had impacts on the way languages were taught.3.The main aim of a functional-notional syllabus is on ______________.4.According to Dell Hymes, ___________ is as important as __________ in language use.5._______________ was the basis of the Audio-lingualMethod.6.____________ is concerned with treating a learner not just as a student in the classroom, but as a human being with feelings and emotions.7.In _____________, translations in students’ mother tongue of texts are provided 8.The Grammar-Translation Method is usually based on a _____________ syllabus.9.A needs analysis is done by studying ____________________________________.10.Students should have the knowledge of the situation and social factors and relate them to linguistic forms in order to interpret or express _________________________.11.Students, without any knowledge of the appropriateness of language but_________________________, are making potentially more serious errors.12.The difficulty of a text depends not only on the language but also_________________.13.Natural conversation often seems chaotic because of__________________, _________________, ____________________.14.CLT focuses on _______________________ though attention is given to vocabulary and grammar.15.___________further divided authenticity into communicative genuineness and communicative authenticity.Part II Decide whether the following statements are true or false.Write T for true and F for false.20%1.People learned Ancient Greek and Latin as an intellectual activity.2.Sociolinguistics is the study of culture and the comparison of cultures between different countries.3.The Audio-lingual Methods encourages the use of mother tongue in the classroom.4.T otal Physical Response pays particular attention to the comfort of the classroom and the learning environment.5.A textbook with such course design as Unit 1 At the cinema, Unit 2 A day at school, Unit 3 At the baker’s, etc.is based on a functional syllabus.6.As a learner of English, you will be forgivenfor errors of inappropriateness if you can speak good English.7.Knowledge of oral communication features can help improve the teaching of communicative skills.8.According to Widdowson, A text is genuine if it follows the convention of that type of text.9.Good learners should avoid making errors.10.Social interaction activities focus on the social aspect of communication and functional communication activities on the functional aspect of communication.Part III 50% Design a reading lesson with three stages as required.Imagine that you would teach this text to a senior middle school class;think about the pre-reading activities you might design for it.So you want to be a pop star?So you dream of becoming a pop star, do you? What is the best way of getting a contract with a record company—sending in a demonstration tape(“sending a demo”), or doing concerts(“gigging”)? This question is like asking which came first, the chicken or the egg? According to Eddie Lee, drummer with a group called Cool Shadows, in Shanghai, both demos and giggin g are equally important.“Playing in gigs gives you good practice,” he said, “and there is just a chance—a small one—that someone from a recording company might be there to hear you.But you can’t rely on that: you have to send in demos too—that’s the only w ay you can hope a top executive might hear your music.”But Tony Ho, who has played in several different bands in Guangzhou, believes that playing in gigs is very important.“You never know when an agent for a company is likely to turn up,” he says.“They he ar your music, and they see you in action;if they like both, then you are in with a chance.” So what about demos? “Most of them are just thrown away,” he says.“They get hundreds of demos every year.There’s no way they can listen toall of them!”Tammy Liu plays in an all-girl group in Beijing.“It’s not what you know—or what you do;it’s who you know!” she says.“It’s all about guanxi.Some of the stuff that gets released is rubbish—you can be sure that the group is related to someone big in the recording studi o!”We asked a senior executive in the music business in London about this.“Look, music is big business,” he said.“No company is going to sign on people with no talent, just because they are the chairman’s son-in-law!” So what is his advice? “Most record companies are looking for two things—talent, and enthusiasm.The best way to get noticed by a record company is by signing up with a good management agency.A good agency has got all the right contacts in the music industry.That’s what the Spice Girls did.They would never have succeeded by sending in a demo on cassette!”A good manager has the respect of management agencies, and can save a group of wannabes a lot of time.But you still have to make good music—music that people want to listen to.And you need to get the right equipment—good instruments, and so on—and a good presentation.That means you must not just sound right—you must look right, and have a good relationship with your audience.Even then, your chances of success are small.Everyone in the business is sure of one thing: don’t give up your studies, and don’t give up your job, if you have one.Even if you succeed, the chances of your lasting a long time are very small!Pre-reading activities Activity 1 Specific steps: Reasons for your design:Activity 2 Specific steps:Reasons for your design:While-reading Activities Activity 1 Specific steps:Reasons for your design:Activity 2 Specific steps:Reasons for your design:Activity 3 Specific steps:Reasons for your design:Post-reading activities Activity 1 Specific steps:Reasons for your design: Activity 2 Specific steps:Reasons for your design:《英语教学法》（1）期末考试试题之三答案和评分标准Part I.Fill in the blanks with correct information: 30%, two points each 1.explain and analyze the target language in the students’ moth er tongue2.the European Communitymunication4.appropriacy, accuracy5.Behaviorist psychology6.The Humanist School7.Suggestopdedia8.structural9.what the learner has to do in the language 10.the intended meaning 11.able to produce structurally perfect sentences 12.the amount of background knowledge required 13.back-channel responses, utterance completion and overlaps 14.a comprehensive training of communicative competence 15.WiddowsonPart II Decide whether the following statements are true or false.Write T for true and F for false.20%, two points each 1.T2.F3.F F5.F6.F7.T8.T9.F10.FPart III 50% Design a reading lesson with three stages as required.Imagine that you would teach this text to a senior middle school class;think about the pre-reading activities you might design for it.[The original text is provided for the reference of markers]So you want to be a pop star?So you dream of becoming a pop star, do you? What is the best way of getting a contract with a record company—sending in a demonstration tape(“sending a demo”), or doing concerts(“gigging”)? This question is like asking which came first, the chicken or the egg? According to Eddie Lee, drummer with a group called Cool Shadows, in Shanghai, both demos and gigging are equally important.“Playing in gigs gives you good practice,” he said, “and there is just a chance—a small one—that someone from a recording company might be there to hear you.But you can’t rely on that: you have to send in demos too—that’s the only way you can hope a top executive might hear your music.”But Tony Ho, who has played in several different bands in Guangzhou, believes that playing in gigs is very important.“You never know when a agent for a company is likely to turn up,” he says.“They hear your music, and they see you in action;if they like both, then you are in with a chance.” So what about demos? “Most of them are just thrown away,” he says.“They get hundreds of demos eve ry year.There’s no way they can listen to all of them!”Tammy Liu plays in an all-girl group in Beijing.“It’s not what you know—or what you do;it’s who you know!” she says.“It’s all about guanxi.Some of the stuff that gets releasedis rubbish—you can be sure that the group is related to someone big in the recording studio!”We asked a senior executive in the music business in London about this.“Look, music is big business,” he said.“No company is going to sign on people with no talent, just because they are the chairman’s son-in-law!” So what is his advice? “Most record companies are looking for two things—talent, and enthusiasm.The best way to get noticed by a record company is by signing up with a good management agency.A good agency has got all the right contacts in the music industry.That’s what the Spice Girls did.They would never have succeeded by sending in a demo on cassette!”A good manager has the respect of management agencies, and can save a group of wannabes a lot of time.But you still have to make good music—music that people want to listen to.And you need to get the right equipment—good instruments, and so on—and a good presentation.That means you must not just sound right—you must look right, and have a good relationship with your audience.Even then, your chances of success are small.Everyone in the business is sure of one thing: don’t give up your studies, and don’t give up your job, if you have one.Even if you succeed, the chances of your lasting a long time are very small!Pre-reading activities(10%)five points for each activity, which are further divided between “specific steps” and “reasons for your design”, 2.5 points for each partThe following are possible pre-reading activities for the reference of markers.Students need to elaborate the activity as well as give reasonable explanation for their choices.These twoparts should be done in good English.λExamine the accompanying visual information(diagrams, maps, photographs)λ Reflect on the title or the topic λ State what they already know about the topic λState what they would like to know about the topic λ Write their own questions that they want the text to answer λAnswer the teacher’s general questions about the text type or topic(oral or written)λ Brainstorm the topic in groups or whole class λGuess the topic by looking at key words from the textWhile-reading Activities(30%)ten points for each activity, which are further divided between “specific steps” and “reasons for your design”, five points for each partThe following are possible while-reading activities for the reference of markers.Students need to elaborate the activity as well as give reasonable explanation for their choices.These two parts should be done in good English.λ Skim reading to get the gist(main idea of the text λLocating specific information λTransferring information from the text to a diagram, table, form, map, graph or picture λ Taking notes on the main points, or on specific points of the text λ Drawing a diagram to show the text structure λ Answering factual questions on the text λ Answering inferring questions on the text(reading between the line)λPutting the events in correct order λ Stating if statements given about the text are true or false λ Working out the meaning of words or phrases in the text from the context λExamining referents in the text and stating what they refer to λ Putting the paragraphs of a jumbled text back in the correct order λ Giving sections of a text appropriate headings λGiving the text an appropriate titlePost-reading activities(10%)five points each activity, which are further divided between “specific steps” and “reasons for your design”, 2.5 points for each partThe following are possible post-reading activities for the reference of markers.Students need to elaborate the activity as well as give reasonable explanation for their choices.These two parts should be done in good English.λOral discussion of the topic of the text λ Role-play a different situation from the text but using the same characters, or role-play the same situation as in the text but using the different characters λ Writing a summary of the main content of the text λ Comment on the content of the text λ Retelling the story of the text λ Finishing the story(orally or ion writing), that means either predicting an ending or changing the ending to one of your own choice λ Listening to or reading some supplementary materials.第三篇：04-《英语教学法》期末考试试题之三（精选）《英语教学法》（1）期末考试试题之三（开卷考试）Part I.Fill in the blanks with correct information: 30%1.By adopting the Grammar-Translation Method, a teacher would_____________________ andthen do some translation work.2.The founding of _____________in 1957 had impacts on the way languages were taught.3.The main aim of a functional-notional syllabus is on ______________.4.According to Dell Hymes, ___________ is as important as __________ in language use.5._______________ was the basis of the Audio-lingual Method.6.____________ is concerned with treating a learner not just as a student in the classroom, but as a human being with feelings and emotions.7.In _____________, translations in students’ mother tongue of texts are provided8.The Grammar-Translation Method is usually based on a _____________ syllabus.9.A needs analysis is done by studying ____________________________________.10.Students should have the knowledge of the situation and social factors and relate them to linguistic forms in order to interpret or express _________________________.11.Students, without any knowledge of the appropriateness of languagebut_________________________, are making potentially more serious errors.12.The difficulty of a text depends not only on the language but also_________________.13.Natural conversation often seems chaotic because of__________________,_________________, ____________________.14.CLT focuses on _______________________ though attention is given to vocabulary andgrammar.15.___________further divided authenticity into communicative genuineness andcommunicative authenticity.Part II Decide whether the following statements are true or false.Write T for true and F for false.20%1.People learned Ancient Greek and Latin as an intellectual activity.2.Sociolinguistics is the study of culture and the comparison of cultures between differentcountries.3.The Audio-lingual Methods encourages the use of mother tongue in the classroom.4.Total Physical Response pays particular attention to the comfort of the classroom and the learning environment.5.A textbook with such course design as Unit 1 At the cinema, Unit 2 A day at school, Unit 3 At the baker’s, etc.is based on a functional syllabus.6.As a learner of English, you will be forgiven for errors of inappropriateness if you can speakgood English.7.Knowledge of oral communication featurescan help improve the teaching of communicativeskills.8.According to Widdowson, A text is genuine if it follows the convention of that type of text.9.Good learners should avoid making errors.10.Social interaction activities focus on the social aspect of communication and functional communication activities on the functional aspect of communication.Part III 50%Design a reading lesson with three stages as required.Imagine that you would teach this text to a senior middle school class;think about the pre-reading activities you might design for it.So you want to be a pop star?So you dream of becoming a pop star, do you? What is the best way of getting a contract with a record company—sending in a demonstration tape(“sending a demo”), or doing concerts(“gigging”)?This question is like asking which came first, the chicken or the egg? According to Eddie Lee, drummer with a group called Cool Shadows, in Shanghai, both demos and gigging are equally important.“Playing in gigs gives you good practice,” he said, “and there is just a chance—a small one—that someone from a recording company might be there to hear you.But you can’t rely on that: you have to send in demos too—that’s the only way you can hope a top executive might hear your music.”But Tony Ho, who has played in several different bands in Guangzhou, believ es that playing in gigs is very important.“You never know when an agent for a company is likely to turn up,” he says.“They hear your music, and they see you in action;if they like both, then you are in with a chance.” So what about demos? “Most of them are just thrown away,” he says.“They get hundreds of demos every year.There’s no way they can listen toall of them!”Tammy Liu plays in an all-girl group in Beijing.“It’s not what you know—or what you do;it’s who you know!” she says.“It’s all about guanxi.So me of the stuff that gets released is rubbish—you can be sure that the group is related to someone big in the recording studio!”We asked a senior executive in the music business in London about this.“Look, music is big business,” he said.“No company is going to sign on people with no talent, just because they are the chairman’s son-in-law!” So what is his advice?“Most record companies are looking for two things—talent, and enthusiasm.The best way to get noticed by a record company is by signing up with a good management agency.A good agency has got all the right contacts in the music industry.That’s what the Spice Girls did.They would never have succeeded by sending in a demo on cassette!”A good manager has the respect of management agencies, and can save a group of wannabes a lot of time.But you still have to make good music—music that people want to listen to.And you need to get the right equipment—good instruments, and so on—and a good presentation.That means you must not just sound right—you must look right, and have a good relationship with your audience.Even then, your chances of success are small.Everyone in the business is sure of one thing: don’t give up your studies, and don’t give up your job, if you have one.Even if you succeed, the chances of your lasting a long time are very small!Pre-reading activitiesActivity 1Specific steps:Reasons for your design:Activity 2Specific steps:Reasons for your design:While-reading ActivitiesActivity 1Specific steps:Reasons for your design:Activity 2Specific steps:Reasons for your design:Activity 3Specific steps:Reasons for your design:Post-reading activitiesActivity 1Specific steps:Reasons for your design:Activity 2Specific steps:Reasons for your design:《英语教学法》（1）期末考试试题之三答案和评分标准Part I.Fill in the blanks with correct information: 30%, two points each1.explain and analyze the target language in the students’ mother tongue2.the European Communitymunication4.appropriacy, accuracy5.Behaviorist psychology6.The Humanist School7.Suggestopdedia8.structural9.what the learner has to do in the language10.the intended meaning11.able to produce structurally perfect sentences12.the amount of background knowledge required13.back-channel responses, utterance completion and overlaps14.a comprehensive training of communicative competence15.WiddowsonPart II Decide whether the following statements are true or false.Write T for true and F for false.20%, two points each1.T2.F3.F4 F5.F6.F7.T8.T9.F10.FPart III 50%Design a reading lesson with three stages as required.Imagine that you would teach this text to a senior middle school class;think about the pre-reading activities you might design for it.[The original text is provided for the reference of markers]So you want to be a pop star?So you dream of becoming a pop star, do you? What is the best way of getting a contract with a record company—sending in a demonstration tape(“sending a demo”), or doing concerts(“gigging”)?This question is like asking which came first, the chicken or the egg? According to Eddie Lee, drummer with a group called Cool Shadows, in Shanghai, both demos and gigging are equally important.“Playing in gigs gives you good practice,” he said, “and there is just a chance—a small one—that someone from arecording co mpany might be there to hear you.But you can’t rely onthat: you have to send in demos too—that’s the only way you can hope a top executive might hear your music.”But Tony Ho, who has played in several different bands in Guangzhou, believes that playing i n gigs is very important.“You never know when a agent for a company is likely to turn up,” he says.“They hear your music, and they see you in action;if they like both, then you are in with a chance.” So what about demos? “Most of them are just thrown away,” he says.“They get hundreds of demos every year.There’s no way they can listen to all of them!”Tammy Liu plays in an all-girl group in Beijing.“It’s not what you know—or what you do;it’s who you know!” she says.“It’s all about guanxi.Some of the stuff th at gets released is rubbish—you can be sure that the group is related to someone big in the recording studio!”We asked a senior executive in the music business in London about this.“Look, music is big business,” he said.“No company is going to sign on people with no talent, just because they are the chairman’s son-in-law!” So what is his advice?“Most record companies are looking for two things—talent, and enthusiasm.The best way to get noticed by a record company is by signing up with a good management agency.A good agency has got all the right contacts in the music industry.That’s what the Spice Girls did.They would never have succeeded by sending in a demo on cassette!”A good manager has the respect of management agencies, and can save a group of wannabes a lot of time.But you still have to make good music—music that people want to listen to.And。
2021国家开放大学电大专科《英语教学法》期末试题及答案(试卷号：2145)
2021国家开放大学电大专科《英语教学法》期末试题及答案(试卷号：2145) 注意事项一、将你的学号、姓名及分校(工作站)名称填写在答题纸的规定栏内e考试结束后.把试卷和答题纸放在桌上。
试卷和答题纸均不得带出考场°监考人收完考卷和答题纸后才可离开考场。
二、仔细读懂题目的说明.并按题目要求答题。
答案一定要写在各题纸的指定位置上,写在试卷上的答案无效「三、用蓝、黑圆珠笔或钢宅答题，使用铅忍答题无效。
Information for the exaniinees：•This examination consists of I pans. They are：I:Choose the best answer(40 points)II:Matching(20 points)III:Multiple choice questions( 10 points)K : Activity Designing(30 points)•The total marks for this examination arc 100 points. Time allowed for completing this examination is 90 minutes.•There will be no extra time to transfer answers to the AnswerSheet； therefore, you should write ALL your answers on the Answer Sheet as you do each task.Chocwe the best answer (40H)Directions： In this part, you arc givon twenty qiNmUom which am Collnwtd by t choker markedH9 (: and I). Keud lhe choirs currfully and ch<Mwc the <me which run the qncMion. (10 point*t 2 points c«ch|h How do children learn thru firti hnuuAwe?A. By miitmisd H. by bring corrrrted hy p»rrfHiv.C・ Hy knrninK hn|(uA|{r ruleiu 【)• By acting und pcrlorminitt2. Which of tlir lollowmR bent exprewo ihc (rftiurc ol children in IrarnmH » Im山叩longungc?A. Short Attnntum span> H Annlytioil Ictitnu^.C. Cle^r purt)o»r. D・ Not caally diMrgcicd.3. Whet type of IcArnrr* enn bvneht mo*l Ircun hxikifig ht pi<Murr< 血门咔 *,u InNtnicfion?A. Individual Irurnern. B・ I nctile learnersC Auditory I M menu Viiual k«mcr<».4, In which ol thr {alluwiriK activities docs the teflehrr phy〔he ro!r of prompter *A. (living inatrucuons bu(orr nn «rtivity»K Rending out thr new woriU tn the(• I nking pnrl in the pupih1 uunvcraatlotuI). Encouraging s1ndrnt«i to go on with I heir folkWhin type of inteiliKencc H cMniinx best wuited for? A. IrHrr 舛rtorud infclligrncr. I 、Muwtol intcllitfrniT> Q LuW ・l intelliicenrr.□ Linguistic lntelh«encr.6. What doe ・ thr Following pruetiM? ♦ Frrr anJ I u5 tu tht ctnrmu y^Urrday. Pm ，and + / wr”f In th^ cinrmaP”，and I wrn/ to the ^cinffna y^tlerday^ P ・” UR U / wrnl In tAr cinftnaA. Stre«A A ArticukitioB C LuritonU tritonftiiqn7. Which of thr following gramTnar artivittr* u tnn<t cornmuniriiivr^A. StibMittitiom K Complctioru (L PrrnArAtionfar a vriOift Coevm 姑& Which ol ihc folluwinM i» ^uitublw for npcftking?A. I PR actioniu K Drawing pictures C Role pky«I). Llatcn and act«乳 Which uf thr (ollowinR activity enn train ImtrninK?A. Ijibrhng I hr pict uren* K Writing cAptinnn for pictures C. "Simon w”” gme.IX Brnwing wnd 。
《英语教学法教程》期末考试讲稿
Unit 1 Language and language learning1.2 views on language in the structural view, language is a system of structurally related elements which include phonological units, grammatical units, grammatical operations, lexical items to transmission of meaning. Therefore the target of language learning is to mastery these elements.结构观把语言看做是结构上相关联的元素的系统，包括语音单位，语法单位，语法操作，词项。
语言学习目标是掌握这些元素。
In the communicative/functional view, language is regards as a vehicle for express functional meaning. Although the grammatical characteristics are included, however, the semantic and communicative dimensions of language are more emphasized. In this view the target of language learning is to learn to express communication functions and categories of meaning.交际/功能观，语言是表达功能性意义的载体。
虽然语法特点依然包括在内，但更强调语言的语义和交际层面。
因此语言学习目标是学习表达通讯功能和意义类别。
英语教学法课程考核说明及期末复习
英语教学法课程考核说明英语教学法课程考核方式本课程的考核采取两种形式：形成性考核和课程终结考试。
课程总成绩为百分制，形成性考核占30%，课程终结考试占70%。
1. 形成性考核：包括对“形成性考核及学习档案”中作业的完成情况，参加面授辅导的情况以及个人学习记录情况 (详见“英语教学法形成性考核及学习档案)。
2. 课程终结考试：内容包括大纲规定掌握的基本教学知识和技能。
形式为闭卷，笔答。
考试时间为120分钟。
终结考试满分为100分，由中央电大统一命题，在同一时间全国统考。
1）命题原则本课程终结考试根据教材涵盖的知识点命题。
主要知识点为：2）试题结构部分题型分值题目数量时间（分钟）客观题部分单项选择 30分15 60钟多项选择 10分 5匹配题 20分 5主观题部分简短回答问题 20分 4 60钟教学活动设计 20分 1合计100分 30个120分钟3）考试要求本课程终结考试为闭卷考试，考生不得携带任何形式的参考资料和电子读物或工具。
3．复习时如何使用教材?第一、阅读教材,把握教材的理论。
第二、理论联系实际，这样才能真正掌握理论。
小学英语教学法测试的素材多源于教材，注意教材中的反馈、论述，消化它，变成自己的东西。
《小学英语教学法》直播课 2004-3-31陈观众朋友们，你们好。
这里是中央广播电视大学直播课堂，您正在收看的是“小学英语教学法”的直播辅导课，我是中央电大外语部，陈杨。
今天给我们主讲的老师是北京石油化工学院的王笃勤老师。
王老师，欢迎您。
王谢谢。
陈直播课堂设有热线电话，欢迎观看我们节目的观众随时打电话，踊跃参与我们的节目。
热线电话的号码是66419051，66414706。
王“英语教学法”是中央广播电视大学英语专业的必修课。
本课程的教学对象是中央广播电视大学英语专业专科教育方向的学员，在职小学英语教师或准备从事小学英语教学的工作者。
这门课程有文字教材两本：《小学英语教学法—从理论到实践》（主教材）和《小学英语教学法导学》。
英语教学法教程期末考试
英语教学法教程期末考试一、引言英语教学法是指教师在英语教学过程中所采用的教学方法和策略。
期末考试是对学生在一学期英语教学中所掌握的知识，能力和技巧进行评价和总结的重要环节。
本文将从教学目标的确定、教学内容的选择、教学方法的运用以及策略的设计等方面，对期末考试进行详细解析，以帮助教师更好地进行英语教学。
二、教学目标的确定在进行期末考试前，教师首先需要确定教学目标。
教学目标应当与教学内容相一致，既能够考察学生对基础知识的掌握，又能够考察学生的英语运用能力。
教师可以根据课程标准、教材要求以及学生的实际情况确定教学目标。
三、教学内容的选择在确定教学目标后，教师需要选择合适的教学内容。
教学内容应当包括基础知识和实际应用。
基础知识包括词汇、语法、听力、口语和阅读等方面的知识。
实际应用包括对话、小组讨论、写作和演讲等方面的能力。
教师可以根据教学目标的要求，选择适当的教学内容。
四、教学方法的运用在进行期末考试时，教师需要灵活运用不同的教学方法。
例如，针对听力考试，可以采用听力材料配套答题的方式；针对口语考试，可以采用角色扮演或情景对话的方式；针对阅读考试，可以采用填空或选择题的方式。
通过灵活运用不同的教学方法，可以有效地检测学生的英语能力。
五、策略的设计在进行期末考试时，教师需要设计合适的策略。
首先，教师可以设置不同难度的试题，以检测学生的知识水平。
其次，教师可以设置开放性问题，以测试学生的思维能力和创造力。
最后，教师可以设置分步骤的题目，以检验学生的解决问题的能力。
通过合理设计策略，可以全面评价学生的英语能力。
六、考试评分和反馈在进行期末考试后，教师需要对学生的答卷进行评分和反馈。
评分应当根据考试的标准和要求进行，公正客观。
反馈应当及时给予，明确指出学生的优点和不足，并提出针对性的建议和帮助。
通过评分和反馈，可以帮助学生全面了解自己的英语水平，为今后的学习提供有力支持。
七、总结期末考试是对学生在一学期英语教学中所掌握的知识，能力和技巧进行评价和总结的重要环节。
(完整)小学英语教学法教程第二版期末复习知识点,推举文档
(完整)小学英语教学法教程第二版期末复习知识点,推举文档.docx《小学英语教学法教程》期末复习知识点Unit1 children as language learners1、How do children acquire their first language in general?（p2） By imitations 、repetitions 、listening to stories ......Discussion point : language learning is a socializingprocess,interaction and experimenting with the language in communication are important ways for language learning2、What are the differences and similarities between learning L1 and L2?(p6D:the length of time 、 opportunities for experimenting with language S:Rich context and input ,opportunities for using thelanguage ,interaction withothers ,etc.are important in learning any languages .3、Children ’s characteristics/suggestions for teachers(p10)4、Ways to nurture children ’s motivation (p11 五点会推断即可 )5、P12 discussion point 、p20 1.5.1 (明白、会推断即可 )6、How do you understand humanistic education?(p21-22 ) Humanistic education requires teachers to treat children as human beings who have their own thoughts and needs.Teachers should never try to force their ideas into children ’s minds and should always try to think the same level as children.Discussion point : Children need to learn to try new languages and become independent learners.7、What is a good primary English teacher like?P24: you should be competent in English ,need to be good at usingdifferent teaching techniques which work with children ,need to be versatile,need to be able to organize games and activities.P25:need to understand how children think and learn ,need to care for the whole child ,need to help children to develop in an all round way .......A good primary school English teacher need to develop competence in at least three areas :the English language ,the understanding of children ,the techniques and methods for teaching English to children . Unit2 understanding the national English curriculum1、overall aim for English language teaching (p42)(九年制义务教学英语教学目标 )AffectLearning strategiesLanguage skillsLanguage knowledgeCultural understanding2、P43 小学英语教学时期目标（三个小黑点部分）Unit 3 classroom management1、What is classroom management?(p65)Classroom management refers to the way teachers organize whathappens in the classroom .2、What influence children ’s learning?(p65)Attitudes and motivation3、Two kinds of motivations(p66)Intrinsic and extrinsic motivations4、Some good ideas for motivating children in learning English（p69-70）5、Lesson planning (p71)Reasons p71-72(a-l)Advantages first of all,p71discussion point (第一段 ) ,moreover, ,thirdly,,last,6、Principles of lesson planning(1)clear aims or objectives(2)enough variety(3)with flexibility（p76）7、Why don’twe teach children in English?(p79三个小黑点部分)8、Five steps towards better instructions (p82)9、Types of question classification(p87)Closed and open questionsDisplay and genuine questionsLower-order and higher-order questions10、Some tips for engaging pupils to ask questions in class （p89-90）11、Some suggestions on creating good learning atmosphere （p94 小黑点部分）12、P95 discussion point( 教师备课时应思考的因素（小黑点部分）、课堂中有学生创造烦恼时能够采取的方法（1）-（6）)13、Teaching large classes大班教学Problems:p98 discussion point14、Four forms of interactions (p100)Whole class workPair workGroup workIndividual study15、Activitiesstirring and settling activities(p108)physically-engaged and mentally-engaged activities(p110)16、We should think about three phases of an activity when we organizeit. (111)The preparation phase,the main activity phase,the follow-up or consolidation phase17、the differences between an error and a mistake(p115)A mistake refers to a performance error that is either a random guess or a “slip of tongue”,and it is a fail ure performance to a known system .A mistake has nothing to do with the language competence, it results from carelessness or temporary breakdown and it can be self-corrected.An error has direct relation with the learners’language competence,it results from the lack of knowledge in the target language and it can ’tbe self-corrected .Unit4 teaching vocabulary ,grammar and pronunciation1、p129 In most beginning level primary English text books,vocabulary is often presented with pictures and illustrations.2、What does knowing a word involve?(p130)Word meaning ( meaning in context ,some relations)Word use(metaphor and idiom,collocation,style and register)Word information (parts of speech,prefixes and suffixes,spelling and pronunciation)Word grammar (noun:countable/uncountable,verb complementation/ phrasal verbs,etc,adjectives and adverbs ,position,etc.(p130 discussion point 是对上面的解释）3、What methods/techniques can be used to present new words?(p131) Using real objectsUsing pictures or illustrationsProviding demonstration or givingexamples Involving learners in actionsP133 An important principle that we should bear in mind is that “studentsneed to see words in context to s ee how they are used”.In other words,they need to “see or hear those words inaction ”.Therefore,the best way to present new words is to provide a meaningful context andgive children the chance to observe,to think ,to act .4、What activities can be used for practicing vocabulary?(p133-134) Look and match,Listen and point,The odd one out/which one is different? Put the words into boxes,Tape recorder,Bingo game5、p135 discussion point 第三段 Cameron and Nation 两个人的观点6、Principles in teaching grammar p138四个小黑点部分7、How should grammar be presented? p138-139deductive (演绎 )or inductive（归纳）P139 两个例子分不是演绎法和归纳法的教学，要会推断这两种办法。
《英语教学法教程(第二版)》讲义
《英语教学法教程(第二版)》讲义第1章语言和语言学习1.1复习笔记第一章重点讨论语言观和语言学习观、优秀英语教师的基本素质以及如何成为一名优秀的英语教师。
本章要点：1.How do we learn languages?我们如何习得语言？2.\^ews on language 语言观点3.The structural view of language 结构主义语言理论4.The functional view of language 功能主义语言理论5.The interactional view of language 交互语言理论6.What are the common views on language learning?关于语言学习的普遍观点7.process-oriented theories and condition-oriented theories 强调过程的语言学习理论和强调条件的语言学习理论8.The behaviorist theory 行为主义学习理论9.Cognitive theory 认知学习理论10.Constructivist theory 建构主义理论11.Socio-constructivist theory 社会建构主义理论12.What makes a good language teacher?如何才能成为一个好的语言老师13.Teacher’s professional development教师专业技能发展本章考点：我们如何习得语言；我们如何习得语言；结构主义语言理论；功能主义语言理论；交互语言理论；关于语言学习的普遍观点；强调过程的语言学习理论和强调条件的语言学习理论；行为主义学习理论；认知学习理论；建构主义理论；社会建构主义理论；成为一个好的语言老师所要具备的基本素质；教师专业技能发展图本章内容索引：I . How do we learn languages?II.Views on language1.The structural view of language2.The functional view of language3.The interactional view of languageIII.Views on language learning and learning in general1.The behaviorist theory2.Cognitive theory3.Constructivist theory4.Socio-constructivist theoryIV.What makes a good language teacher?V.How can one become a good language teacher?VI. An overview of the book《英语教学法教程(第二版)》讲义《英语教学法教程(第二版)》讲义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 ofareas, to expand and clarify points that we felt were not sufficiently clear in thefirst edition, and to improve the pedagogical usefulness of the text.1.2课后习题详解TASK1Below 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 yourYou ST1 ST2 ST31. How many foreign languages can you speak SO far?2. When did you start learning the foreign language(s)?3. How do you feel about learning a foreign language?4. What difficulties have you experienced in learning?5 • Which skills do you find more difficult to learn?6. Have you focused on knowledge or skills? Why?7. Why do you learn the foreign language(s)?8. Do you consider yourself a successful learner? Why?9• What are your most common learning activities?10. Do you like the way you learned the foreign language(s)?TASK 2Work in groups of 4, brainstorm possible answers to the question: What is language? When you are ready, join another group and share your ideas.Key: Here are sample definitions of “language” found in dictionaries and linguistics books.•Language is a system of arbitrary, vocal symbols which permit all people in a given culture, or other people who have learned the system of that culture, to communicate or to interact. (Finocchiaro, 1964:8)•Language is any set or system of linguistic symbols as used in a more or less uniform fashion by a number of people who are thus enabled to communicate intelligibly with one another. (Random House Dictionary of the English Language 1966:806)•Language is a system of arbitrary vocal symbols used for human communication. (Wardhaugh, 1972:3)•Language is a systematic means of communicating ideas or feelings by the use of conventionalized signs, sounds, gestures, or marks having understood meanings. (Webster’s 3rd New International Dictionary of the English Language 1993:1270)•Language is a system of communication consisting of a set of small parts and a set of rules which decide the ways in which these parts can be combined to produce messages that have meaning. (Cambridge International Dictionary of English 1995:795)TASK 3Work in groups of 4. Brainstorm the answers to the two questions stated above.When you are ready, join another group and share your ideas.Key: Generally speaking, psycholinguistic and cognitive process involved in language learning are concerned with how the mind organizes new information such as habit formation, induction, making inference, hypothesis Resting and generalization. To activate these learning process, atmosphere is very important.《英语教学法教程(第二版)》讲义TASK 4Work in groups. Reflect on your own learning experiences 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.Key: ethic devotion(responsible, warm-hearted, etc), professional qualities(an excellent command of English) and personal styles(enthusiastic, humourous,etc) jointly contribute to making a good teacher.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 farther qualities that you 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 students feel assured, but may also make the student less free to disagree with him / her.kind; dynamic; authoritative; hardworking; creative; patient well-informed; fair resourceful; attentive; warm-hearted; reflective; well-prepared; flexible; intuitive accurate; enthusiastic; humourous; caring; disciplined; professionally-trainedKey: Students’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.Key: to learn teaching theory；to practice teaching skills；to reflect teaching experience；to learn from one’s own experiences as a learner.TASK 7Work in groups. Discuss possible answers to the following questions in relation to the model presented in Figure IA, _1.Why are stage 1 and stage 2 interrelated by a double arrow line?2.Why are practice and reflection connected by a circle?3.Why is professional competence *a moving target or horizon, towards which professionals travel all their professional lifebut which is never finally attained?54.Where should a TEFL methodology course fill in the model?Figure 1.1Key: 1. Stages 1 and 2 are interrelated by a double arrow line because neither of the two stages is really ever terminated. Teachers should always make a point of updating their command of English because language is always changing. This can be done while they are teaching, but very often teachers take off to have farther training in English. This is especiallyimportant for teachers who do not have enough exposure to English.2.Practice and reflection are connected by a circle because they are neither independent or separate sub-stages. Teachers do not teach one week and then reflect one week. Rather, they teach and reflect on a day to day basis.3.This is because it is believed no one can ever become a perfectly competent language teacher. There is always room for improvement. There is always something better, but never something best.4.TEFL methodology is probably the deceived knowledge” located in the second stage.第2章交际教学原则与任雜语言教学2.1复习笔记本章着重讨论交际教学原则和任务型教学思想并介绍相关的教学基本概念以及交际教学和任务型教学活动。
EnglishTeaching英语教学法教程期末考试必考的知识点
Teaching grammarGrammar teaching depends on certain variables(learner and ins t ructional ) in the language teaching/learning context Grammar presentation methods-deductive method: relies on reasoning, analyzing and comparingteaching procedure:teacher’s example on the board,teacher’s explanation of the rules (in student’s native language),student’s practice application of the rules.Advantages:good for selected and motivate students;save time to explain complex rules;increase stude nts’ confidence in examination.Disadvantages:grammar is taught isolated ly;little attention is paid to meaning;the practice is often mechanical -inductive method:teaching procedure;authentic language presentation(give grammar examples);let students observe,analyse,compare examples;help students induct grammar rules,Advantages:inspire students’ thinking activities;motivate students’ learning interests;grammar is taught in context.Disadvantages:the presentation of grammar is more complex and time consumption;grammar is not taught directly;some rules can not be induced easily-guided discovery method: Similar to the inductive method:the students are induced to discover rules by themselves (similar);the process of the discovery is carefully guided and assisted by the teacher and the rules are then elicited and taught explicitly.(different) Implicit and explicit knowledge:Implicit knowledge refers to knowledge that unconsciously exists in our mind, which we can make use of automatically without making any effort;Explicit knowledge refers to our conscious knowledge about the language. We can talk about it, analyse it and apply it in conscious ways.Learning and acquiring (second language acquisition theory)The synthesis approaches to grammatical pedagogy:Collocational: grammar should be built on collocational relations between individual lexical items and their subcategories. Constructive: one’s knowledge of grammar is built bit by bit, which closely model the way language is learned and used. Contextual: Elements and structures are taught in relation to their context. Syntactic and lexical choices are explicitly related to pragmatic ones, and to social and cultural contexts.Contrastive: grammar involves drawing the learner’s attention to contrast the differences between the target language and other language.Grammar practice:Pre-learning;Volume and repetition:Success-orientation.Heterogeneity .Teacher assistance.Interest 1.Mechanical practice:activities that are aimed at form accuracy.By doing mechanical practice,students pay repeated attention to a key element in a structure.form of practice:Substitution and transformation drills2. Meaningful practice the focus is on the production, comprehension or exchange of meaning though the students “keep an eye on” the way newly learned structures are used in the process.ing prompts for practice:The prompts can be pictures, mimes, tables, charts or key words, etc.A good presentation should include both oral and written and form and meaning Visual materials can aid comprehensionIt’s the teacher’s involvement and his or her ability to personalise teaching and make activities engaging that often promotes successful learning.Teaching vocabularyThe first question need to know is what does knowing a word involve.A word:knowing its pronunciation and stress; spelling and grammatical properties; meaning; how and when to use it to express the intended meaning (freestanding and bound morphine)Vocabulary learning involves ate least two aspects of meaning: the understanding of its denotative and connotative meaning; and understanding the sense relations among wordsDenotative meaning of a word or a lexical item refers to those words that we use to label things as regards real objects Connotative meaning of a word refers to ‘the attitudes or emotion s of a language user in choosing a word and the influence of these on the listener or reader’s interpretation of the word. This words that may express a positive or negative attitude or subtle feelings toward something.Collocations refers to words that co-occur with high frequency and have been accepted as ways for the use of words. It is believed that teaching word collocations is a more effective way than just teaching one single word at a time.Synonyms refer to items that mean the same, or nearly the same.Antonyms refer to items that mean the opposite of a word. Hyponyms refer to words which can be grouped together under the same superordinate conceptReceptive and Productive vocabularyPassive vocabulary: the words they know.Active vocabulary: the words they useSo the job for the teacher is to guide the students to those words which will help them to add to their active vocabularies, and to distinguish those words from the much larger number of passive items. At the beginning of language learning, all the words which are taught must be acquired for active use, later, at intermediate and advanced levels, most of the words students meet will only be needed for passive use.Ways of consolidating vocabulary:labelling,spot the difference,descibe and draw,play a game,use word series,word bingo,word association,find a synonyms and antonym,categories,using word net-work,using the Internet resources for some ideasDeveloping vocabulary building strategies:review regularly,guess meaning from context, Organize vocabulary effectively,using a dictionary,manage strategy useTeaching listeningListening problems:lack of teaching materials,both with print materials and audio or video tapes,lack of equipment in some schools;lack of real-life situations:lack of professional qualified instructorsA number of people have frequently made the point that of the total time an individual is engaged in communication: approximately 9% is devoted to writing, 16% to reading, 30% to speaking,45% to listeningListening and reading are receptive skills, but listening can be more difficult than reading.Different speakers produce the same sounds in different waysThe listener has little or no control over the speed of the input of spoken material;Spoken material is often heard only once and in most cases，we cannot go back and listen again as we can when we read;The listener cannot pause to work out the meaning of the heard material as can be done when reading;Speech is more likely to be distorted by the media which transmit sounds or background noise that can make it difficult to hear clearly; The listener sometimes has to deal simultaneously with another task while listening, such as formal note-taking, writing down directions or messages from telephone calls, or operating while listening to instructions.Characteristics of the listening process,formal or informal?rehearsed or non-rehearsed?can the listener interact with the speaker or not?Listening characteristics:Spontaneity,Context,visual clues,listener’s response,speaker’s adjustmen tListening purpose:for social reasons,to obtain and exchange informationPrinciples and models of teaching listeningFocus on process:(they have to hear what is being said,they have to pay attention and construct a meaningful message in their mind by rela ting what they hear to what they already know;it’s also possible to hear people talking without paying attention;we also know that if we don’t have enough previous knowledge of what is being said,it’s more difficult to make sense of what is said)Combine listening with other skills;Focus on the comprehension of meaning;Grade difficulty level appropriately Designing listening activity:give a clear purpose, a specific task,an appropriate context for doing themBottom-up model:Listening comprehension is believ ed to start with sound and meaning recognitions.In other words,‘we use information in the speech itself to try to comprehend the meaning’Listeners construct meaning of what they hear based on the sound they hear.Top-down model:listening for gist and making use of the contextual clues and background knowledge to construct meaning are emphasised.In other words,listening comprehension involves ‘knowledge that a listener brings to a text,sometimes called ‘inside the head’ information,as opposed to the informat ion that is available within the text itself’ In such a case,listeners can understand better if they know something about the speaker,the setting,the topic and the purpose of the talk.prior knowledge or schematic knowledge—mental frameworks for various things and experience we hold in our long-term memoryPre-listening activities:aim to motivate students,to activate their prior knowledge,and to teach key words or key sentences to the students before listening begins predicting,setting the scene,listening for the gist and specific informationWhile-listening:no specific responses,listen and tick,listen and sequence,listen and act,listen and draw,listen and fill,listen and take notesPost-listening:multiple-choice questions,answering questions,note-taking and gap-filling ,dictogloss(preparation dictation reconstruction analysis and correction)Integrate listening with the practice of other language skills,role play,debate,discussion,writing backTeaching speakingSpeech characteristic:spontaneous,full of false starts repetitions incomplete sentences short phrases time-constraintspoken languages features:Using less complex syntax;Taking short cuts,(incomplete sentences);Using fixed conventional phrases/ chunks. Using devices such as fillers, hesitation device to give time to think before speaking. Both learners and teachers need to learn to accept repetitions,rephrase,hesitations,incomplete sentences,fillers or pauses.th is doesn’t mean we don’t encourage fluent speaking.In training students’speaking skills,features of natural speech should be accepted.this doesn’t only have implication for teaching speaking but also for assessing speaking.Encourage students to speak up is the first and most important task Principles:Balancing accuracy-based with fluency-based practices, Contextualising practice, Personalising practice, Building up confidence, Maximising meaningful interactions, Helping students develop speaking strategiesDesigning speaking tasks:meaningful motivation linguistically appropriate cognitively challengeMaximum foreign talk even participation high motivation right language levelPre-communicative activities :structural,quasi-communicative Communicative activities :Functional communicative and Social interactionRole-play :perform in different moods,change different role relationship,actual word can be varied,make the dialogue longerLearners should be helped move from form to using what is learned in meaningful communicationThe problem is not having nothing to say but lacking the opportunity to say itTeaching readingReading aloud and silent reading:Reading aloud cannot replace silent reading as it involves only the skills of pronunciation and intonation.Real reading ability re-quires the reading skills of skimming, scanning, predictingEffective reading:clear purpose in reading; read silently; read phrase by phrase,rather than word by word; concentrate on the important bits,skim the rest,and skip the insignificant parts; use different speeds and strategies for different reading tasks; perceive the information in the target language rather than mentally translate; guess the meaning of new words from the context,or ignore them; use background information to help understand the text.Reading comprehension means extracting the relevant information from the text as efficiently as possible,connecting the information from written message with one’s own knowledge to arrive at an understanding (construction of meaning from printed or written messa ge) Two broad levels in reading:1) a recognition task of perceiving visual signals from the printed page through the eyes;2) a cognitive task of interpreting the visual information,relating the receive information with reader’s own knowledge Vocabulary role:efficient reading begins with a lightening-like automatic recognition of word.this initial process of accurate,rapid and automatic recognition of vocabulary frees one’s mind to use other resources(reasoning abilities,,knowledge about topic)to con struct meaningSight vocabulary:you can recognise with both sounds and meanings without special effort from your brainFluent reading depends on an adequate sight vocabulary,a general knowledge about the target language, some knowledge about the topic, wide knowledge about the world and enough knowledge about text types.Teaching model:bottom-up model top-down model interactive modelPre-reading:pooling existing knowledge about the topic;predicting the contents of the text,skimming and scanning the text or parts of the text for certain purpose;learning key words and structures(predicting setting the scene skimming scanning)While reading: Information presented in plain text form is not facilitative for information retentionThe way to transfer information from one form to another is called a transition deviceReading comprehension questionsQuestions for literal comprehension.directly and explicitly available in the ually answered in the words of the text itself. Questions involving reorganization or reinterpretation.obtain literal information from various parts and put it to-gether or reinterpretQuestions for inferences. This type of questions require students to consider what is implied but not explicitly stated.Questions for evaluation or appreciation.most sophisticated ques-tions which involve making a judgment about the text in terms of what the writer is trying to convey.Questions for personal response. The answers to these questions depend most on the reader’s reaction to the content of the text.Post-reading:discussion questions,reproducing the text,role play,gap-filling,discussion,retelling,writingThe teaching of reading should focus on developing students’reading skills and strategies and on maintaining students’motivat ion for readingTeaching writingWriting purpose:get things done and to form;maintain social relationships;give a voice for shy students;less threatening for anxious students as it gives them to think about their meaning and purpose;raise awareness of how language worksA communicative approach to writing:Writing for learning”and “writing for communication”Sense of authenticity and audience motivation for writing purpose for writing proper procedures for writingProblems in writing tasks：They are mainly accuracy-based.They are designed to practise a certain target structures.There is insufficient preparation before the writing stage.There is no sense of audience and authenticity.Students are given ideas to express rather than being invited to invent their own.There is no opportunity for creative writing, particular for expressing unusual or original ideas.Many of them are test-oriented.The important point is that they are given the freedom to write about themselves rather than to write what they are told to write and therefore what they write should be more meaningful and communicativeA process approach to writing: creating a motivation to write, brainstorming, mapping, freewriting, outlining, drafting, editing, revising, proofreading and conferencing.Motivating students to write.1.make the topic of writing as close as possible to students’ life.leave students enough room for creativity and imagination. prepare students well before writing. encourage collaborative group writing as well as individual writing. provide opportunities for students to share their writings. provide constructive and positive feedback.treat students’ errors strategically. give students a sense of achievement from time to time.We have emphasized that the teaching of writing should focus on the process rather than the product, and that all the writing tasks should have communicative purposesSummative assessment is mainly based on testing,it’s done mostly at the end of a learnin g period or a school year Formative assessment is based on information collected in the classroom during the teaching process for the purpose of improving teaching and learningTeacher’s observations continuous assessment student’s self-assessment project work portfolios。
《英语教学法》(1)期末考试试题之一答案和评分标准
《英语教学法》（1）期末考试试题之一答案和评分标准Part I. Fill in the blanks with correct information: 30%, two points each1.the teaching of English as a foreign language2.reading, writing, translation3. a functional-notional4.Sociolinguistics5.without any conscious learning6.generative-transformational grammar7.Total Physical Response, Community Language Learning, Suggestopedia8.Structural syllabus, Topic syllabus, Functional syllabus, Situational syllabus, Skills syllabus9.the needs assessment or diagnosis, formulation of objectives, selection of content10.knowing a languagemunicativemunicative Language Teaching13.different functions, different characteristics14.students‟ communicative competence15.CLT—Communicative Language TeachingPart II Decide whether the following statements are true or false. Write T for true and F for false. 20%, two points each1. T2. T3. T 4 F 5. F 6. T 7. T 8. T 9. F 10. FPart III 50%Design a reading lesson with three stages as required.Imagine that you would teach this text to a senior middle school class; think about the pre-reading activities you might design for it. [The original text is provided for the reference of markers]Sustainable development: China‟s choice for the 21st century What will the earth look like in the 21st century?As acid rain, ozone depletion, and soil erosion destroy the earth‟s environment and as the negative effects of economic development, such as decreased forest coverage, over-exploration of marine resources and shrinking farmland become more obvious, people have grown concerned about their future living space.In 1987, Norwegian Prime Minister Gro Harlem Brundtland introduced the term …sustainable development‟in her report entitled Our Common Future to the World Environment and Development Council.The United Nations Environment and Development Conference held in Rio de Janeiro, Brazil, in 1992, accepted the new term and passed the framework document called “Agenda 21”.The conference was a milestone and marked a shift from traditional development and life styles to the start of sustained development in the global economy. It proved that development and environmental protection had finally achieved equal importance.It is universally acknowledged that the problem of environmental protection and improvement will be solved only when it is considered in the context of development.At that very conference, Chinese Premier Li Peng, on behalf of the Chinese government,vowed China would seriously fulfill its international obligations. Two years later, in July 1994, China enacted Agenda 21 of China and the Plan for Priority Projects in China’s Agenda 21.It is of great international and historic significance for China, with the world‟s largest population and its long history, to carry out a strategy of sustained development, remarked Maurice Strong, Secretary General of the UN Environment and Development Conference.DATAThe Key Points of Agenda 21 of ChinaFollowing are the main points of the Agenda.Part One: Overall Sustainable Development Strategies. This part emphasizes capacity building for sustainable development. It includes setting up China‟s system of sustainable development, improving education, developing science and technology, and establishing an information system for sustainable development.Part Two: Social Sustainable Development. This part includes population control, consumption by inhabitants, social services, poverty elimination, health, sanitation, sustainable development of human settlement, and disaster relief. The key aspects are to control China‟s population growth and improve population quality.Part Three: Economic Sustainable Development. This part includes economic policies for sustainable development, such as sustainable development of agriculture and the rural economy; sustainable development of industry, transportation, and telecommunications; and sustainable energy production and consumption.Part Four: Rational Resource Use and Environmental Protection. This part includes the protection and sustainable use of water, land and other natural resources; the protection of bio-diversity; the prevention and control of desertification; the protection of the atmosphere; and the environmentally sound management of solid wastes.Pre-reading activities (10%)five points for each ac tivity, which are further divided between “specific steps” and “reasons for your design”, 2.5 points for each partThe following are possible pre-reading activities for the reference of markers. Students need to elaborate the activity as well as give reasonable explanation for their choices. These two parts should be done in good English.●Examine the accompanying visual information (diagrams, maps, photographs)●Reflect on the title or the topic●State what they already know about the topic●State what they would like to know about the topic●Write their own questions that they want the text to answer●Answer the teacher‟s general questions about the text type or topic (oral or written)●Brainstorm the topic in groups or whole class●Guess the topic by looking at key words from the textWhile-reading Activities (30%)ten points for each activity, which are further divided between “specific steps” and “reasonsfor your design”, five points for each partThe following are possible while-reading activities for the reference of markers. Students need to elaborate the activity as well as give reasonable explanation for their choices. These two parts should be done in good English.●Skim reading to get the gist (main idea of the text●Locating specific information●Transferring information from the text to a diagram, table, form, map, graph or picture●Taking notes on the main points, or on specific points of the text●Drawing a diagram to show the text structure●Answering factual questions on the text●Answering inferring questions on the text (reading between the line)●Putting the events in correct order●Stating if statements given about the text are true or false●Working out the meaning of words or phrases in the text from the context●Examining referents in the text and stating what they refer to●Putting the paragraphs of a jumbled text back in the correct order●Giving sections of a text appropriate headings●Giving the text an appropriate titlePost-reading activities(10%)five points each activity, which are further divided be tween “specific steps” and “reasons for your design”, 2.5 points for each partThe following are possible post-reading activities for the reference of markers. Students need to elaborate the activity as well as give reasonable explanation for their choices. These two parts should be done in good English.●Oral discussion of the topic of the text●Role-play a different situation from the text but using the same characters, or role-play thesame situation as in the text but using the different characters●Writing a summary of the main content of the text●Comment on the content of the text●Retelling the story of the text●Finishing the story (orally or ion writing), that means either predicting an ending or changingthe ending to one of your own choice●Listening to or reading some supplementary materials.。
教学法期末复习备课讲稿
The structural view（概念）结构主义p.3 考点：掌握三者的概念及区别The structural view sees language as a linguistic system made up of various subsystems.The system of language = the system of sounds + the system of words + the system of grammarThe functional view功能主义语言学习理论The functional view sees language as a linguistic system and as a means for doing things.The interactional view 交互语言理论The interactional view sees language as a 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 peopleTwo things are needed for communication2.Rules of language form (grammar & vocabulary)3.Rules of language use in a context (Is it appropriate to use this language item in this context?)补充考点：掌握Krashen五个假设Acquisition-learning Hypothesis 习得—学习假说Acquisition: an unconscious process that involves the naturalistic development of language proficiency through understanding language and through using language for meaningful communication.Learning: a process in which conscious rules about a language are developed. It results in explicit knowledge about the forms of a language and the ability to verbalize this knowledge.The monitor Hypothesis 监察假说On some occasions learners make a particular effort with their language(e.g. when they are writing sth. formal, talking to someone important, etc.). They monitor their own speech---checking it carefully before they produce it.Natural Order Hypothesis自然顺序假说: The acquisition of grammatical structures proceeds in a predictable order.The Input Hypothesis输入假说: We acquire (not learn) language by understanding input that is a little beyond our current level of competence.The affective filter hypothesis情感过滤假说Affect is regarded as a “filter”.Th e learner’s emotional state or attitudes are seen as an adjustable filter that freely passes, impedes, or blocks input necessary to acquisition.filter(motivation, self-confidence, anxiety)Input ….. . Language acquired compe tenceAcquisitionDeviceCommunicative Language Teaching 掌握目标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 competenceLinguistic competence:knowledge of the language itself, its form and meaning (spelling, pronunciation,vocabulary,word formation,grammatical structure, sentence structure, semantics)语言能力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.)语用能力Discourse competence: 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)语篇能力Strategic competence: one’s ability to compensate for the communication 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. 策略能力Fluency: one’s ability to link units of speech together with facility and without strain or inappropriate slowness or undue hesitationPrinciples of CLT 流利度考点：三者的概念Pragmatic competence；Discourse competence；Strategic competence;记住五个名词Principles of CLTCommunication principle: activities that involve real communication promote learningTask 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 processSix criteria for evaluating communicative classroom activities P24municative purposemunicative desire3.Content, not form4.Variety of language5.No teacher intervention6.No materials control考点：简答题，这个活动是不是communicative 首先列出标准，评价符合哪些标准，最后判断是与否Unit 3New National English Curriculum in 2001 了解新版教学大纲●从1978到2001年的大纲规定（P.43-44）可以看到有如下几点进步：●1.教学目标：单纯传授知识提高学生全面素质●2. 教学要求：单一、封闭灵活、开放（分级：初一、初二必修，初三选修；高一高二必修，高三选修；不同学校：普通、重点、外国语学校等，有不同要求，可以超越大纲）●3. 教学观念和方法:●3.1 明确英语教学的目的是培养学生运用语言进行交际的能力●3.2 提出了四项技能综合训练，不同阶段各有侧重（听说入手读写，高中侧重阅读）●3.3 强调处理好语言教学与文化的关系●3.4 注意发挥教师的指导作用，充分调动学生的学习主动性和积极性●3.5 重视利用直观教具和现代化教学手段，不利创设英语环境（挂图、录音带、幻灯片、录像带、VCD 、CD-ROM 、DVD 、软件●4. 教材：●4.1 教材的内容逐渐贴近学生的生活和现代社会生活，渗透思想情感的教育，渗透大量自然和社会科学知识●4.2 采用结构、功能、话题相结合的方法，有些教材加上任务型教学活动，教材语言真实、自然、地道，教法灵活●4.3 教材编写注意学生生理和心理发展的特征，重视从教学内容、编排体系到呈现形式等方面提高趣味性，激发兴趣●4.4 力求符合学生学习英语的认知规律，调节难易●4.5 运用现代教学技术编制多媒体教材●4.6 多样化：一纲多本、引进国外教材、编写不同起点的教材。
2021国家开放大学电大专科《英语教学法》期末试题及答案(试卷号：2145)
2021国家开放大学电大专科《英语教学法》期末试题及答案(试卷号：2145) 注意事项一、将你的学号、姓名及分校(工作站)名称填写在答题纸的规定栏内e考试结束后.把试卷和答题纸放在桌上。
试卷和答题纸均不得带出考场°监考人收完考卷和答题纸后才可离开考场。
二、仔细读懂题目的说明.并按题目要求答题。
答案一定要写在各题纸的指定位置上,写在试卷上的答案无效「三、用蓝、黑圆珠笔或钢宅答题，使用铅忍答题无效。
Information for the exaniinees：•This examination consists of I pans. They are：I:Choose the best answer(40 points)II:Matching(20 points)III:Multiple choice questions( 10 points)K : Activity Designing(30 points)•The total marks for this examination arc 100 points. Time allowed for completing this examination is 90 minutes.•There will be no extra time to transfer answers to the AnswerSheet； therefore, you should write ALL your answers on the Answer Sheet as you do each task.Chocwe the best answer (40H)Directions： In this part, you arc givon twenty qiNmUom which am Collnwtd by t choker markedH9 (: and I). Keud lhe choirs currfully and ch<Mwc the <me which run the qncMion. (10 point*t 2 points c«ch|h How do children learn thru firti hnuuAwe?A. By miitmisd H. by bring corrrrted hy p»rrfHiv.C・ Hy knrninK hn|(uA|{r ruleiu 【)• By acting und pcrlorminitt2. Which of tlir lollowmR bent exprewo ihc (rftiurc ol children in IrarnmH » Im山叩longungc?A. Short Attnntum span> H Annlytioil Ictitnu^.C. Cle^r purt)o»r. D・ Not caally diMrgcicd.3. Whet type of IcArnrr* enn bvneht mo*l Ircun hxikifig ht pi<Murr< 血门咔 *,u InNtnicfion?A. Individual Irurnern. B・ I nctile learnersC Auditory I M menu Viiual k«mcr<».4, In which ol thr {alluwiriK activities docs the teflehrr phy〔he ro!r of prompter *A. (living inatrucuons bu(orr nn «rtivity»K Rending out thr new woriU tn the(• I nking pnrl in the pupih1 uunvcraatlotuI). Encouraging s1ndrnt«i to go on with I heir folkWhin type of inteiliKencc H cMniinx best wuited for? A. IrHrr 舛rtorud infclligrncr. I 、Muwtol intcllitfrniT> Q LuW ・l intelliicenrr.□ Linguistic lntelh«encr.6. What doe ・ thr Following pruetiM? ♦ Frrr anJ I u5 tu tht ctnrmu y^Urrday. Pm ，and + / wr”f In th^ cinrmaP”，and I wrn/ to the ^cinffna y^tlerday^ P ・” UR U / wrnl In tAr cinftnaA. Stre«A A ArticukitioB C LuritonU tritonftiiqn7. Which of thr following gramTnar artivittr* u tnn<t cornmuniriiivr^A. StibMittitiom K Complctioru (L PrrnArAtionfar a vriOift Coevm 姑& Which ol ihc folluwinM i» ^uitublw for npcftking?A. I PR actioniu K Drawing pictures C Role pky«I). Llatcn and act«乳 Which uf thr (ollowinR activity enn train ImtrninK?A. Ijibrhng I hr pict uren* K Writing cAptinnn for pictures C. "Simon w”” gme.IX Brnwing wnd 。
《英语教学法》期末考试B卷及答案
2020 ~2021学年第1 学期《英语教学法》课程期末考试B卷课程所在学院：外国语学院适用专业班级：英语考试形式：闭卷Part Ⅰ Multiple-choice (20 questions, 2 points each, 40 points in total) Directions: Decide on the correct answer and write it down on the Answer Sheet.1. Which is not the cause of an error? _____A. overgeneralizationB. under-generalizationC. simplificationD. deduced errors2. Which does not belong to cognitive strategies?A. resourcingB. self-managementC. translationD. inferencing3. Which one of the characters DOES NOT belong to a good language learner?A. Be creative and experiment with languageB. learns to live with errors and learn from errorsC. recites words without understandingD. seeks out all opportunities to use the target language4. In teaching reading, if the teacher teaches the background knowledge first so that the students can be equipped with such knowledge and will be able to guess meaning from the printed page, we believe that this teacher is following ___ in his teaching.A. the top-down modelB. the bottom-up modelC. the interactive modelD. all of the above5. Which of the following activities is the most suitable for group work? _____A. guessing gameB. story tellingC. information-gapD. drama performance6. Which of the following does NOT represent a “p” of three-p model? _____A. presentationB. practiceC. pre-readingD. production7. Which of the following is NOT true about the assessment in language teaching? _____A. Testing does not equate with assessment.B. Summative assessment focuses on the process of learning.C. The students themselves should be given the chance to evaluate their own performance.D. Assessment means to discover what the learners know and can do at certain stage of the learning process.8. In your opinion, which one is the most typical macro planning? ___A. unit planningB. half a semester planningC.one semester planningD. whole course planning9. Among speaking strategies, which involves using alternatives for words which you do not know?A. Tailoring message to competenceB. ParaphrasingC. Using fillers and hesitation devicesD. Appealing for help10. According to the _____ theory represented by Vygotsky, learning is best achieved through the dynamic interaction between the teacher and the learner and between learners.A. behavioristB. socio-constructivistC. cognitiveD. interactional11. What kinds of methods can you use when you observing lessons? ___A. using videotapesB. using sheetsC. using checklistsD. above all12. If the _________for a listening activity are not clear，the students will not understand what they are supposed to do and how to do itA. instructionsB. audio materialsC. printed pagesD. goals13. ________ involves teachers identifying issues and problems relevant to their own classes.A. literature reviewB. questionnaireC. action researchD. classroom observation14. Interference errors are caused by the influence of the ________.A. native languageB. the target languageC. foreign languageD. the second language15. The principles for good lesson planning are in terms of aim, variety, flexibility, _____, and linkage.A. typeB. learnabilityC. attitudeD. language16. _____ are most frequently used in mechanical practice.A. substitution drills and speaking drillsB. speaking drills and transformation drillsC. transformation drills and comprehension drillsD. substitution drills and transformation drills17. Which of the principles and models for teaching reading is false? _____A. bottom-up modelB. top-down modelC. interactive modelD. medium-model18. Ideally, lesson planning should be done at two levels: macro planning and _____.A. teaching planningB. language teachingC. assessmentD. micro planning19. In a typical audio lingual lesson the procedures are followed in the order of _____.A. imitation, recognition and repetition, pattern drills and follow-up activitiesB. recognition, imitation and pattern drills, repetition and follow-up activitiesC. imitation, recognition, pattern drills and repetition and follow-up activitiesD. recognition, imitation and repetition, pattern drills and follow-up activities20. The Silent Way is considered suitable for_________.A. more advanced learnersB. beginnersC. more advanced classes as well as for students at the beginning stagesD. learners interactions with each otherPart Ⅱ. Term Explanation (4 terms, 5 points each, 20 points in total) Direction: Please explain the following terms in details and write down the answers on the Answer Sheet.1. curriculum2. interactional view of language3. communicative competence4. formative assessmentPart Ⅲ. Open Questions (4 questions, 10 points each, 40 points in total) Direction: Please answer the questions in details and write down the answers on the Answer Sheet.1. What are the major components of a teaching plan? Explain in details.2. What roles should a language teacher assume? List them and explain at least 5 of them in details.3. What are the major procedures of a listening lesson? Explain with examples in details.4. Talk about TBLT (task-based language teaching) in details, like its definition, advantage, procedures and so on, with concrete examples.2020 ~2021学年第1 学期《英语教学法》课程期末考试B卷答案Part ⅠMultiple-choice (40 points)1-5DBCAD 6-10 CBDBB 11-15DACAB 16-20DDDDAPart Ⅱ. Term Explanation (20 points)1.Curriculum refers to a specific document of a language program developed for a particular country or region, which provides: ①general statements about the rationale about language, language learning and language teaching; ②detailed specification of aims, objectives and targets learning purpose; ③implementations of a program. In some sense, a syllabus is part of a curriculum.2. The interactional view of language sees language primarily as the means for establishing and maintaining interpersonal relationships and for performing social transactions between individuals. The target of language learning in the interactional view is learning to initiate and maintain conversations with other people.3. Communicative competence includes both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations. Speakers not only have to know functional meaning of the language butalso the social context where the message is given. There are five components of communicative competence, namely, linguistic competence, pragmatic competence, discourse competence, strategic competence and fluency.4. Formative assessment is based on information collected in the classroom during the teaching processes for the purposes of improving teaching and learning, therefore, it is sometimes termed as classroom assessment as well.Part Ⅲ. Open Questions (40 points)1.Background information, teaching objective, difficult/important points, teaching methodology, teaching aids, teaching procedure (lead-in, pre-, while-, post-), teaching reflection2. There are a variety of roles to play, such as controller, organizer, assessor, prompter, resource provider, and participant and so on.3. Pre-listening, while-listening and post-listening4. Omitted。
(完整word版)英语教学法教程考试用
Unit one1.2 views on languageStructural view: the structural view of language sees language as a linguistic system made up of various subsystems: the sound system (phonology); the discrete units of meaning produced by sound combinations (morphology); and the system of combining units of meaning for communication.Functional view: the functional view not only sees language as a linguistic system but also a means for doing things. 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.Interactional view: the interactional view considers language to be a communicative tool whose main use is to build up and maintain social relations between people.1.3 views on language learning and learning in generalBehaviorist theory: (Skinner and Pavlov)the key point of the theory of conditioning is that” you can train an animal to do anything if you follow a certain procedure which has three major stages, stimulus, response, and reinforcement”. Cognitive theory: Chomsky thinks that 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 knowledge of these an infinite number of sentences can be produced. A language learner acquires language competence which enables him to produce language. Constructivist theory: (John Dewey and Jean Piaget) the constructivist theory believes that learning is a process in which the learner constructs meaning based on his/her own experiences and what he/her already knows.Socio-constructivist theory: (Vygotsky)he emphasizes interaction and engagement with the target language in a social context based on the concept of “Zone of Proximal Development” (ZPD) and scaffolding.1.4What makes a good language teacher?There are a variety of elements that contribute to the qualities of a good language teacher: ethic devotion, professional qualities and personal styles.1.5 teacher’s professional development2.2communicative competences: (Hedge)1)Linguistic competence is concerned with knowledge of the language itself, its form and meaning.2) Pragmatic competence is concerned with the appropriate use of the language in social context. 3) Discourse competence refers to one’s ability to create coherentwritten text or conversation and the ability to understand them. 4) Strategic competence refers to strategies one employs when there is communication breakdown due to lack of resources. 5) Fluency means one’s ability to link units ofspeech together with facility and without strain or inappropriate slowness or undue hesitation.2.4principles of communicative language teaching (CLT)1) 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.2.7 task-based language teaching (TBLT)Task-based language teaching is a further development of CLT. It shares the same beliefs, as language should be learned as close as possible to how it is used in real life. However, it has stressed the importance to combine form-focused teaching with communication-focused teaching.Unit threeFramework of objectives in the new National English CurriculumOverall language ability:Language: phonetics, grammar, vocabulary, functions, topicsLanguage skills: listening, speaking, reading, writingLearning: cognitive, self management, communication, resourcingAffect: international, perspectives, patriotism, confidence, motivationCultural: knowledge, understanding, awarenessUnit 44.2 principles for good lesson planningAim means the realistic goals for the lesson.Variety means planning a number of different types of activities and introducing a wide selection of materials for the students.Flexibility means preparing some extra and alternative tasks and activities. Learnability means the contents and tasks planned for the lesson should be within the learning capability of the students.Linkage means the stages and the steps within each stage are planned in such a way that they are someway linked with one another.4.4 components of a lesson plan1. Background information: the first thing the teacher needs to detail is who the students are.2. Teaching aims: the next thing the teacher needs to know is that what he/she wants the students to achieve after the class.3. Language contents and skills: teachers should know what language contents will be taught and what language skills will be practiced in the lesson.4. Stages and procedures: teaching stages refer to the major chunks of activities that teachers go through in a lesson. Procedures are the detailed steps in each teaching stage. (Starter, presentation, practice, production, revision)5. Teaching aids: it means the resources needed for the lesson.6. End of lesson summary: the teacher needs to take some time to summarize what is learnt in the class.7. Optional activities and assignments: teacher needs to prepare some optional activities and decides on the type of assignment for the students after the lesson. 8. after lesson reflection: homework ect.Unit 66.1 factors affect pronunciation learning: learner’s native language; age; exposure; innate phonetic ability; motivation and concern for good pro pronunciation.6.2 Our realistic goal of teaching pronunciation: consistency,the pronunciation should be smooth and natural.Intelligibility, the pronunciation should be understandable to the listeners. Communicative efficiency,the pronunciation should help convey the meaning that is intended by the speaker.Unit 77.1 Grammar7.2 grammar presentation1. The deductive method: it relies on reasoning, analyzing and comparing.2. The inductive method: the teacher provides learners with authentic language data and induces the learners to realize grammar rules without any form of explicit explanation.3. The guided discovery method:students are introduced to discover rules by themselves. The process of discovery is guided and assisted by the teacher and the rules are then elicited and taught explicitly.Unit 88.2 What does it mean to know a word?1. Its pronunciation and stress.2. Its spelling and grammatical properties.3. Its meaning.4. Its use.8.3 ways of presenting vocabulary1. Provide a visual or physical demonstration2. Provide a verbal context.3. Use synonyms or antonyms.4. Use lexical sets or hyponyms to show relations.5. Translate and exemplify6. Use words formation rules and common affixes to build new lexical knowledge.7. Teaching in chunks.8. Think about the context that the word might be used.9. Think about providing different context.10. Prepare for possible misunderstanding or confusion.。
《英语教学法》期末考试试题之二答案和评分标准
《英语教学设计法》（1）期末考试一试卷之二答案和评分标准Part I. Fill in the blanks with correct information: 30%, two points each1.the teaching of Ancient Greek and Latin in the west2.an intellectual activity3.topics, situations, functions, notions4.Dell Hymes5.first language acquisition6. The ‘ holistic’ approachmunity Language Learning8.English for Special Purposesanization of learning experiences, determination of what to evaluate and how to evaluate10.a knowledge of the appropriateness, the functional value of the language11.inappropriateness12.a constructive process, what is presented on the page or in the sound system13.oral communication14.the vocabulary and grammar structures, the skills required in typical situations15.English novels, poems, advertisements, instruction manuals, songs, films, lectures, speeches,radio announcements, new reports, plays, etc.Part II Decide whether the following statements are true or false. Write T for true and F for false. 20%, two points eachPart III 50%Design a reading lesson with three stages as required.Imagine that you would teach this text to a senior middle school class。
英语试题练习题教案学案课件小学英语教学法期末复习指导
英语试题练习题教案学案课件小学英语教学法期末复习指导《小学英语教学法》期末复习指导第一部分重难点介绍及题型介绍第一部分虽然有8个单元，但同学们重点应该掌握只有4点：1．儿童的年龄、学习等特征2．儿童的母语习得3．多元智力理论4．儿童的学习风格儿童具有8大特征：1. short attention span2. good at imitation3. easily attracted4. no clear purpose for learning5. curious, imaginative, creative6. poor at analytical learning7. enjoy doing things with hands and bodies8. low language proficiency考试中既有对概念的考查，也有对其运用的考查。
如：Which of the following shows the features of children?A. short attention spanB. clear purpose of motivationC. strong interest in songs, stories and picturesD. good at imitation运用也是考查的主要对象，如：What does the following characteristic of children suggest for teachers?"Children's attention span is very limited."A. Use many short and simple activities instead of one long activity.B. Teachers need to make the learning experience enjoyable and pleasant.C.Keep instructions very simple, and support them with body language.D. Make the tasks simple and enjoyable.匹配题：3．What type of intelligence are activities 1 to 4 related to?A. linguistic competenceB. musical intelligenceC. interpersonal intelligenceD. mathematical intelligence1)mechanical practice of language patterns2) group work to prepare for a picnic3) chanting4) problem solving activities简答题：3．From the perspective of multi-intelligence, what advantage and disadvantage does the following activity have?"The teacher asks the students to work on a problem and thendemonstrate their solution in front of the class. They can only act. They cannot speak."第二部分重难点及题型介绍在复习时，学员同学应该重点抓两点就可以了，一是各课型可以和常采用的活动，课堂的操作程序；二是各类活动或教学手段所适应的课型教学，可以用于什么能力的培养。
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Unit 1 Language and language learning1.2 views on language in the structural view, language is a system of structurally related elements which include phonological units, grammatical units, grammatical operations, lexical items to transmission of meaning. Therefore the target of language learning is to mastery these elements.结构观把语言看做是结构上相关联的元素的系统，包括语音单位，语法单位，语法操作，词项。
语言学习目标是掌握这些元素。
In the communicative/functional view, language is regards as a vehicle for express functional meaning. Although the grammatical characteristics are included, however, the semantic and communicative dimensions of language are more emphasized. In this view the target of language learning is to learn to express communication functions and categories of meaning.交际/功能观，语言是表达功能性意义的载体。
虽然语法特点依然包括在内，但更强调语言的语义和交际层面。
因此语言学习目标是学习表达通讯功能和意义类别。
The last one is the interactional view of language, it sees language is the means for establishing and maintaining relationship between people, and for performing social transactions between individuals. So the target of language learning is initiate and maintain conversations with others.交际观，语言是建立和维持人与人关系，执行社交的方法。
语言学习目标，发起并维持对话1.3 views on language learning and learning in general课本定义1.4 elements contribute to qualities of a good language teacher 1.5 how can one become a good language teacher? Unit 2 Communicative principles and task-based language teachingThe ultimate goal of foreign language teaching is:to enable the learners to use the foreign language in work or life. 2.2 communicative competence定义谁给出? (Hymes) Hedge的解释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。
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”。
discourse competence篇章能力是指在口语或书面语中理解或创造连贯的上下文内容的能力，或称话语能力。
例如：在口语或书面语中，使用‘首先，其次，然后，最后‘等保持上下文的连贯。
strategic competence策略能力是指如何在一个真实的交际情景下保持交际渠道通畅的能力。
它包括以下三个方面：1)在口语和书面语冒险一试的能力；2)使用具体交际策略的能力；3)习得具体交际策略中的常用语言形式。
fluency语言流畅语言流畅是指自如地把言语单元有效连结起来的能力。
流畅涉及语言的输出，多指口语的输出。
流畅包括三个方面：1）语义流畅，2）词汇，句法流畅，3）发音流畅。
2.4 principles of communicative language teachingThree principles for CLTThese are the three principles suggested by Richards and Rodgers: Communication principle: Activities that involve real communication promote learning.交际原则：涉及交际的活动可以提高学习的效果。
例如：问路Task principle: Activities in which language is used for carrying out meaningful task promote learning.任务原则：用语言完成有意义任务的活动可以提高学习的效果例如：通过目标语言设置课堂活动的规则Meaningfulness principle: Language that is meaningful to learner supports the learning process.意义原则：对学习者有意义的活动有利于学习过程Howatt（1984）指出，交际教学法流派中可分出“温和派”和“激进派”两种：“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）。
“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）2.6 main features of communicative activities素材的真实性Communicative activities的分类Criteria for evaluating how communicative classroom activities p24 Communicative purpose; (information gap)活动要涉及日常交际，为学习创造出一个信息沟Communicative desire; (real need)要为学生创造交际的需求(Focus on ) Content, not form; (message)活动的设置的要点是内容，不是形式。
是和说什么有关，不是和如何说有关Variety of language; (not just one language form, free to improvise/create)语言形式的多样化No teacher intervention; (done by Ss; no correcting/evaluating how Ss do it; assessment is based on the ‘product’ or on communicative purpose rather than on the language.)教师不要干预活动的进行，不要纠错，评估No material control.活动不应对学生使用的语言有要求，由学生自己选择哪种语言的使用2.7 task-based language teaching A purpose- a clear purpose目的要明确A context- a real world relationship要与现实生活的语言活动相似A process- comprehending, using the language and communicating任务执行的过程是理解的过程，使用语言的过程，是交际的过程A product- nonlinguistic outcome任务应该有一个非语言成果ex, ex-tasks, tasks的区别2.8 PPP and Task-based language teaching两个图表Unit 3 The national English curriculum3.3 task 3 The new curriculum is designed to promote students’ overall language ability, which is composed of five interrelated components, namely, language skills, language knowledge, affects, learning strategies and cultural understanding. Each component is further divided into a few sub-categories. Language teaching is no longer aimed only for developing language skills and knowledge, but expanded to developing learners’ positive attitude, motivation, confidence as well as strategies for life-long learning along with cross-cultural knowledge, awareness and capabilities.新课标的设计是为了促进学生的综合语言能力，包含五个互相关联的部分，文化意识，情感态度，学习策略，语言技能和语言知识，每个部分进一步分为不同的小类别。