英语教学法1
中学英语教学法(1)
1．第1题In meaningful practice the focus is on the production, comprehension or exchange of ___.A.structuresB.sentencesC.formD.meaning您的答案：D题目分数：2.0此题得分：2.02．第2题In the traditional classroom, very often, too much attention has been paid to ___, with little or no attention paid to practising language skills.A.linguistic competenceB.linguistic knowledgenguage usenguage functions您的答案：B题目分数：2.0此题得分：2.03．第3题One of the reasons of providing the students with a variety of speaking activities is that the variety of activities helps ___.A.keep motivation highB.de-motivate studentsC.memorise the speechD.learn the dialogues by heart您的答案：A题目分数：2.0此题得分：2.04．第4题PPP and TBL are two approaches to language teaching. PPP stands for Presentation, Practice and Production and TBL stands for___.A.Task Book LanguageB.Text Book LearningC.Teacher-Based LearningD.Task-Based Learning您的答案：D题目分数：2.0此题得分：2.05．第5题When we ask the students to do predicting tasks in listening, we should let students read/hear the listening comprehension questions ___.A.before they listenB.while they are listeningC.after their listeningD.none of the above您的答案：A题目分数：2.0此题得分：2.06．第6题Natural language, spoken or written, uses referential word such as pronouns to refers to people or things already mentioned previously in the context. Therefore, the activity …understanding references‟ can be performed in the ___ stage when teaching reading.A.pre-readingB.while-readingC.post-readingnguage-focus您的答案：B题目分数：2.0此题得分：2.07．第7题Role-playing through cue dialogues, role-playing through situation and goals, and role-playing through debates or discussion are examples of ___.A.mechanical practiceB.drilling languageC.pre-communicative activitiesD.social interaction activities您的答案：D题目分数：2.0此题得分：2.08．第8题According to Wang Qiang, pre-listening activities include predicting, setting the scene, ___, and listening for specific information.A.learning new wordsB.learning new grammarC.listening for the gistD.concluding您的答案：C题目分数：2.0此题得分：2.09．第9题The teacher provides a printed summary of a text with some wrong information, and asks the students to correct it. This kind of …false summary‟ activit y can be performed to check comprehension when teaching ___.A.speakingB.readingC.grammarD.writing您的答案：B题目分数：2.0此题得分：2.010．第10题In the traditional classroom, there is often too much focus on linguistic knowledge, with little or no attention paid to ___.A.knowledge of vocabularyB.knowledge of grammar rulesC.practising language skillsD.practising phonetics您的答案：C此题得分：2.011．第11题To help our students pass exams is one of the purposes of our English teaching. Another purpose, which is very important, is to prepare our students to ___.e English in real lifeB.obtain knowledge about languageC.make up sentencesD.get a good job in the future您的答案：A题目分数：2.0此题得分：2.012．第12题The ultimate goal of foreign language teaching is to enable students to use the foreign language in work or life when necessary. Thus we should teach ___; and we should teach language in the way it is used in the real world.A.that part of the language that will be usedB.all parts of the languageC.the language used in works of classical literatureD.spoken language only您的答案：A题目分数：2.0此题得分：2.013．第13题Some people think teaching is a craft; that is, a novice teacher can learn the profession by imitating the experts‟ techniques, just like an apprentice. Others hold the view that teaching is an applied science, based on scientific knowledge and experimentation. Wallace (1991) uses a “reflective model” to demonstrate the development of a teacher, the process of which includes three stages moving from Stage One, language training, to the Goal of ___.A.professional competencemunicative competencenguage proficiencyD.an expert teacher您的答案：A题目分数：2.014．第14题The ___ of language sees language as a linguistic system made up of various subsystems: the sound system (phonology), the discrete units of meaning produced by sound combinations (morphology), and the system of combining units of meaning for communication (syntax).A.structural viewB.functional viewC.interactional viewD.behaviorist view您的答案：A题目分数：2.0此题得分：2.015．第15题The ___ theory believes that learning is a process in which the learner constructs meaning based on his/her own experiences and what he or she already knows.A.structuralB.constructivistC.behavioristD.cognitive您的答案：B题目分数：2.0此题得分：2.016．第16题Communicative Competence consists of knowledge and ability for___.A.rules of rules of pronunciation, vocabulary and grammarB.rules of grammar/form and rules of language useC.pronunciation, words, and grammarD.speaking and writing您的答案：B题目分数：2.0此题得分：2.017．第17题When teaching grammar, if the teacher follows the sequence of teaching activitiesof “teacher‟s presentation of an example →explanation of the rule →students‟practice with given prompts”, Professor Wang Qiang would believe that the teacher is using the ___ method.A.inductiveB.deductiveC.guided discoveryD.task-based您的答案：B题目分数：2.0此题得分：2.018．第18题According to Wang Qiang, pre-listening activities include predicting, setting the scene, listening for the gist, and ___.A.learning new wordsB.listening for specific informationC.learning new grammarD.concluding您的答案：B题目分数：2.0此题得分：2.019．第19题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 bottom-up modelB.the top-down modelC.the interactive modelD.all of the above您的答案：B题目分数：2.0此题得分：2.020．第20题Jane Willis holds that the conditions for language learning are exposure to a richbut comprehensible language put, ___ of the language to do things, motivation to process and use the exposure, and instruction in language.A.chanceseC.contextD.knowledge您的答案：B题目分数：2.0此题得分：2.021．第21题Communicative Language Teaching (CLT) has expanded the areas covered by the previous approaches or methodologies, that is, CLT covers language content (to incorporate functions), ___ (cognitive style and information processing), and product (language skills).A.learning processB.teaching methodsC.conditionsD.messages您的答案：A题目分数：2.0此题得分：2.022．第22题If we believe that when we are reading, our brain receives visual information and at the same time interprets or reconstruct the meaning, and that the reading process does not only involve the printed page but also the reader‟s knowledge of the language in general, of the world and of the text types, we would follow the ___ in our teaching.A.Bottom-Up ModelB.Top-Down ModelC.Interactive ModelD.all of the above您的答案：C题目分数：2.0此题得分：2.023．第23题Which of the following would you NOT agree with?A.People have different experiences in learning a foreign language. Some find it eB.People learn languages for different reasons.C.People have different capacities in language learning.D.People have the same understanding about language learning.您的答案：D题目分数：2.0此题得分：2.024．第24题The concept of present, past and future time, the expressions of certainty and possibility, the roles of agents, instruments with a sentence, and special relationships between people and objects are examples of language ___.A.functionsB.notionsC.structuresD.behavior您的答案：B题目分数：2.0此题得分：2.025．第25题In the traditional classroom, very often, too much attention has been paid to ___, with little or no attention paid to practising language skills.A.linguistic competenceB.linguistic knowledgenguage usenguage functions您的答案：B题目分数：2.0此题得分：2.026．第26题According to Clark, Scarino and Brownell, the main components of a task include ____.A.exercises, exercise-tasks and tasksB.potential ineffectiveness for presenting new language items, time and learningC.a purpose, a context, a process and a product/outcomeD.Pre-Task, Task Cycle and Language Focus您的答案：C题目分数：2.0此题得分：2.027．第27题According to Wang Qiang, information-gap activities, problem-solving, ___, “Dialo gues and role-plays”, and “Find someone who …” are some types of speaking tasks.A.reading aloud in chorusB.repeating what the teacher has saidC.reciting a dialogueD.“Change the story”您的答案：D题目分数：2.0此题得分：2.028．第28题In the inductive method of teaching grammar, the teacher induces the learners to realise grammar rules ___.A.by telling them the rulesB.by explaining in an explicit wayC.with explicit explanationD.without any explicit explanation您的答案：D题目分数：2.0此题得分：2.029．第29题According to Cheng Xiaotang (in Wang Qiang, 2006), classroom activities can be classified into ____.A.exercises, exercise-tasks and tasksB.presenting new language items, time and learning cultureC.a purpose, a context, a process and a product/outcomeD.Pre-Task, Task Cycle and Language Focus您的答案：A题目分数：2.0此题得分：2.030．第30题Two characteristics of spoken language are spontaneity and ___.A.preparationB.time-constraintC.accuracyD.fluency您的答案：B题目分数：2.0此题得分：2.031．第31题One of the problems in vocabulary learning is that students ___.e context for their vocabulary learningB.try hard to understand the wordsC.treat vocabulary items indiscriminatelye a variety of vocabulary building strategies您的答案：C题目分数：2.0此题得分：2.032．第32题According to the ___ there are a finite number of grammatical rules in the system and with knowledge of these rules an infinite number of sentences can be produced.A.Behaviourist theoryB.Cognitive theoryC.structural viewD.functional view您的答案：B题目分数：2.0此题得分：2.033．第33题Examples of pronunciation perception practice include ___.ing pictures and tongue twistersing minimal pairs, and “Odd one out”C.brainstorming and discussionD.all of the above您的答案：B题目分数：2.0此题得分：2.034．第34题Receptive skills of language include ___.A.listening and readingB.listening and speakingC.reading and writingD.speaking and writing您的答案：A题目分数：2.0此题得分：2.035．第35题When we are teaching pronunciation, ___ and intonation should be taught from the very beginning.A.knowledge about soundsB.phonetic rulesC.phonetic transcriptsD.stress您的答案：D题目分数：2.0此题得分：2.036．第36题According to Wang Qiang the while-listening stage is ___ for the teacher to control, because this is where the students need to pay attention and process the information actively.A.the easiestB.as easy as the pre-listening stageC.as easy as the post-listening stageD.the most difficult您的答案：D题目分数：2.0此题得分：2.037．第37题Communicative Competence consists of knowledge and ability for___.A.rules of rules of pronunciation, vocabulary and grammarB.rules of grammar/form and rules of language useC.pronunciation, words, and grammarD.speaking and writing您的答案：B题目分数：2.0此题得分：2.038．第38题In teaching grammar, substitution and ___ are examples of mechanical practice.ing chain phrases for story tellinging information sheets as promptsC.chain of eventsD.transformation drills您的答案：D题目分数：2.0此题得分：2.039．第39题The ___ view says that knowing how to do what you want to do also involves knowing whether it is appropriate to do, and where, when and how it is appropriate to do it. In order to know this, you have to study the patterns and rules of language above the sentence level to learn how language is used in different speech contexts.A.structuralB.functionalC.interactionalD.behaviorist您的答案：C题目分数：2.0此题得分：2.040．第40题According to the ___ theory of language learning, the key point of the theory of conditioning is that …you can train an an imal to do anything (within reason) if you follow a certain procedure which has three major stages, stimulus, response, and reinforcement‟ (Harmer, 1983:30).A.structuralB.behavioristC.process-orientedD.condition-oriented您的答案：B题目分数：2.0此题得分：2.041．第41题According to Littlewood (1981), discovering missing information, discovering missing features, and following directions are examples of ___.A.mechanical practiceB.drilling languageC.functional communicative activitiesD.social interaction activities您的答案：C题目分数：2.0此题得分：2.042．第42题According to J. Willis (1996), tasks are activities where the target language is used by the learner for a communicative purpose (goal) in order to achieve ___.A.linguistic competencemunicative competenceC.an outcomeD.knowledge您的答案：C题目分数：2.0此题得分：2.043．第43题A question that views on language learning involve is “____?”A.What are the psycholinguistic and cognitive processes of language learningB.Why do human beings have languageC.How a language is different from anotherD.How do people use language when they have a desire to communicate您的答案：A题目分数：2.0此题得分：2.044．第44题When teaching pronunciation, we should ___.A.never use visual aidse explanation rather than demoe dictionaries to show the soundsD.bring variety to the classroom, for example, show British & American pronunciati您的答案：D题目分数：2.0此题得分：2.045．第45题Which of the following activities would BEST help to prepare students for their real life speech in English?A.Doing a drillB.Learning a piece of text or dialogue by heartC.Reading aloudD.Interviewing someone, or being interviewed您的答案：D题目分数：2.0此题得分：2.046．第46题Pre-reading activities include ___, setting the scene, skimming, and scanning.A.predictingrmation transfer activitiesC.reading comprehension questionsD.reproducing the text您的答案：A题目分数：2.0此题得分：2.047．第47题According to Wang Qiang, “Listen and tick”, “Listen and sequence”, “Listen and act”, “Listen and draw”, and “Listen and fill” are activities in the ___ stage of teaching listening.A.pre-listeningB.while-listeningC.post-listeningD.all of the above您的答案：B题目分数：2.0此题得分：2.048．第48题As far as learning pronunciation is concerned, the realistic goals for the students are consistency, intelligibility, and ___.municative efficiencyB.accuracyC.correctnessD.fastness您的答案：A题目分数：2.0此题得分：2.049．第49题In the traditional way of teaching reading, the teacher first introduces new words and structures, then goes over the text sentence by sentence, then asks some questions about the text, and then has the students read aloud the text. In this traditional way of teaching, the teacher is following ___ in his teaching.A.the bottom-up modelB.the top-down modelC.the interactive modelD.all of the above您的答案：A题目分数：2.0此题得分：2.050．第50题Suppose a teacher is teaching his students to read an interesting story about how a doctor makes a joke of a young man. The teacher wants the students to tell part of the story with some key words from the story like “a doctor – village – annoyed; people – stop – street – advice; never paid – never – money – made up his mind –put and end”. In which stage of teaching do you think the teacher should do this?A.At the pre-reading stage.B.At the while-reading stage.C.At the post-reading stage.D.At any of the three stages.您的答案：B题目分数：2.0此题得分：0作业总得分：98。
(完整版)《英语教学法》unit_1_language_and_learning
III. Views on language learning
1) What are the psycholinguistic and cognitive process involved in language learning ?
2) What are the conditions that need to be met in order for these learning process to be activated ?
English teaching arning
A common question asked by middle school students:
Is there any shortcut in English learning?
The answer:
If they think English is a communication tool, then they will try to teach the functional sentences, such as “Hello.” “How do you do.” “Good bye!” when greeting people; or sentences for going shopping.
Four theories of language learning:
Behaviourist theory Cognitive theory Constructivist theory Socio-constructivist theory
Behaviourist theory :
Proposed by behavioural psychologist Skinner, he suggested that language is also a form behaviour. It can be learned the same way as an animal is trained to respond to stimuli. This theory of learning is referred to as behaviourism. One influential result is the audio-lingual method, which involves the “ listen and repeat ” drilling activities. The idea of this method is that language is learned by constant repetition and the reinforcement of the teacher. Mistakes are immediately corrected, and correct utterances are immediately praised
小学英语的教学方法有哪些精选5篇
小学英语的教学方法有哪些精选5篇小学英语教学法篇一1、直观教学法在教学时，有些教学材料贴近于生活，能充分反映小学生的日常生活，所以教师应该有效地利用资源，如运用实物或图片、教具等进行演示，使学生头脑中形成比较鲜明的事物表象，丰富学生的感性认识，这样不仅能激发学生的学习兴趣，还能使他们将所学的内容应用到他们的生活中去。
如在学习book ， pencil 等学习用品和apple ，orange 等水果时，就可以利用水果实物或图片进行教学，使抽象的单词直观化，使英语的学习过程更具趣味性。
2、情境教学法3、模仿练习法英语学习需要学生的模仿练习，因为英语的语音、语调及书写必须准确无误。
为此，教师在范读字母、单词或句子之前，应该让学生听老师的读音，看老师的口形，进行认真的模仿练习。
引领学生反复训练，鼓励学生大胆张口。
4、儿歌说唱法对于中低年级的学生，我们可以根据其特点，将学习的内容编成一些顺口易记的歌诀，如：丁丁、丁丁真能干，学习思考用head，小小eye 看黑板，竖起ear认真听，mouth、mouth长得巧，讲起英语都说好，nose、nose嗅觉灵，foot、foot踢足球，arm、arm来举重，长长leg跳绳快，虽然比赛伤了toe，领奖face乐开了花，全班拍着hand，夸他为班争了光。
学生在背歌诀时，脑、口、耳并用，还可以配以肢体表演，这样的英语学习是愉快的，调动了学生的学习积极性，让学生在轻松愉悦的气氛中学习，使他们感到学习不再是一种负担，而是一种乐趣。
教学有法，教无定法，贵在得法。
我觉得小学生学英语就像学游泳一样，必须让学生泡在水中、潜到水里去，这样他最后才能成为一个熟练的游泳者，自在游泳乐在其中。
因此，英语教师应激发学生的学习兴趣，给学生尽量多地创造听、说、练的机会，让学生在动中学，学中乐，使之获得语言知识技能，真正达到轻松学英语、轻松用英语的目的。
5、表演法如在“In the morning”这一单元后，我们的表演要求就是：把一天从早晨醒来到上学这一阶段的生活用英语表演出来。
英语教学法一 2
英语教学法(1)试题中央广播电视大学2003—2004学年度第一学期“开放本科”期末考试英语(教)专业英语教学法(1)试题2004年1月Information for the examinees:This examination consists of THREE sections. They are:Section I: Basic Theories and Principles (30 points, 20 minutes)Section Ⅱ: Problem Solving (30 points, 50 minutes)Section Ⅲ: Mini-lesson Plan (40 points, 50 minutes)The total marks for this examination are 100 points. Time allowed for completing this examination is 2 hours.Section I: Basic Theories and Principles 30 pointsQuestions 1 -- 15 are based on this part.Directions: Choose the best answer from A, B or C for each question. Write your answer on theAnswer Sheet.1. Which of the following activities is typical of the Grammar-translation Method?A. The students listen to and act on commands in the target language.B. The students whisper their words in the mother tongue to the teacher who then trans-late them into the target language.C. The students translate some sentences in the text into their mother tongue.2. Which of the following is true according to Krashen?A. Babies learn their mother tongue.B. Language acquisition can be achieved even without conscious effort.C. A foreign language learner should develop his language skills in the order of listening,reading, speaking and writing.3. Which of the following statements about course design is NOT true?A. The general goals of a course should be specified based on the learners" needs.B. The contents of a course should be selected to fit in with the learning experiences.C. The assessment activities should reflect those taught in a course.4. Which of the following generally does NOT describe a CLT syllabus?A. The vocabulary and grammar structures needed for communicative obieetives (e. g.telling directions, requesting information, expressing agreement, etc. ).B. The skills required in typical situations (e. g. listening, speaking or writing skills).C. The grammar rule appropriate for social occasions (e. g. at a conference, at a party, ina grocery store, etc. )5. Which of the following is the teacher expected to do in a communicative activity?A. To offer the students as little help as possible.B. To check if the students have understood the instructions before the activity starts.c. To correct the students" errors immediately after they occur.6. Which of the following activities is communicative.*A. The students are required to answer the questions about a text,B. The students are required to make sentences using the given words or sentence struc-tures.C. The students are required to present their ideas on a topic.7. When a reader tries to guess the meaning of a new word based on the contextual clue,which one of the following approaches is he using?A. Bottom-up Approach.B. Top-down Approach.C. Interactive Approach.8. When a researcher reads an academic paper to see if it is relevant to his field of interest,which one of the reading skills is he using?A. Skimming.B. Scanning.C. Inferring.9. When a teacher instructs the students to match the topic sentences with proper para-graphs, which one of the skills is he intending to develop of his students?A. Skimming.B. Scanning.C. Inferring.10" Which of the following activities is designed to practise the skill of Listening for Gist?A. After listening, the students are required to fill in the blanks with the words in thetext.B. After listening, the students arerequired to write a summary of the text.C. After listening, the students are required to make a dialogue based on the text.11. What shouId the teacher try to avoid when selecting listening materials?A. Te texts scripted and recorded in the studio.B. The texts with implicated concepts beyond the comprehension of students.C. The texts delivered through the accents other than RP or Standard American Pronun-elation.12. What purpose does NOT post-listening activities serve?A. Helping students relate the text with their personal experience.B. Offering students the opportunities of extending other languageskills.(3. Practising students" ability of matching the pre-listingpredictions with contents ofthe text.13. Which of the factors applies to the later stage of the PPP Model?A. Accuracy.B. Class work.C. Delayed correction.14. Which is the correct order of the following three speaking activitiesalong the Control-Communication Continuum?A. Scrambled dialogue, prompted dialogue, gapped dialogue.B. Gapped dialogue, scrambled dialogue, prompted dialogue.C. Prompted dialogue, gapped dialogue, Scrambled dialogue.15. For a teacher who teaches young learners English pronunciation, whichprinciple is hesuggested to follow?A. Maximum quantity of spoken input.B. Conscious effort.C. Tolerance of errors in continuous speech.Section II: Problem Solving 30 pointsQuestions 16 -- 20 are based on this part.Directions: Below are five situations in the classroom. Each has a problem. First, identify theproblem. Second, provide your solution according to the communicative languageteaching principles. You should elaborate on the problem(s) and solution(s) prop-erly. Write your answer on the Answer Sheet.16. The following sequence of activities is what a teacher adopted in a reading class.A. instruct the students to read aloud the textB. explain paragraph by paragraph the nero words or sentence structuresC. ask the students some comprehensive questions about the textD. require the students to translate some Chinese sentences into English using the keyWords or sentence patterns17. The following sequence of activities is what a teacher adopted in a speaking class.A. write the topic for discussion on the blackboardB. instruct the students to discuss the topic in groupsC. move from group to group correcting the students " language errors whenever he cat-ches themD. express to the class his views on the topic18. The teacher was playing the record of a speech. He stopped the tape whenever he felt theneed to explain a word or provide some background information.19. After asking the students to work in pairs to make up a dialogue, theteacher sat downand corrected the students" home assignments till the time for thisactivity was up.20. A teacher was organizing an information-gap activity with his classof sixty students. Ittook him 5 minutes to get Worksheet A and B to the proper students.Soon after he in-structed the students to keep their eyes only on their own sheets,he found somestudents were looking at others" sheets. No sooner had he stoppedthem fromdoing thatthan several others in the front began to break the rule. The wholeclass had become outof control.Section ltl: Mini-lesson Plan 40 pointsQuestions 21 and 22 are based on this part.Directions: Read the two texts below and complete the teaching plans.Write your answer on theAnswer Sheet.2t. Please design a pre-reading activity with the following text.Invitations in the USIn the US, there does not have to be any particular reason for aparty. Often it mayjust be for the fun if it. If nothing else, people may want to show off their house. Theaverage American is obsessed with home decorating, and after having spent a huge amountof time and money in fixing up the place, it is nice to have people come and admire the result.The invitation will probably come by telephone. You needn"t say yes or no on the spot,but you should provide an answer as ,soon as possible. If you are married, you can assumethat your spouse is invited; unless specified, your children are not.The dress code for a dinner party can be unpredictable, and it"s not only foreignerswho are puzzled by it. The problem is that there are very few conventions. People whowear a white shirt and tie to work every day may greet you at the door in jeans. However,if the party includes business associates, a suit is more likely to be in order. Among goodfriends, there"s less dressing up, and at a middle-class get-together, you are likely to findgentlemen without ties but weari,g good-looking sweaters and slacks. Other people, howev-er, may put orr suits aud dresses to go to friends" parties. Women ofteu dress up more than,meTz--perhaps because there are fewer opportunities left to wear a party dress. At anytime, a woman can always wear dressy pants with a blouse and fit in anywhere. In Ameri-ca, a skirt is more elegant and formal than pants. If you are suffering any doubts as towhat to wear, simply ask your hosts ("Is it dressy?”).Type of the activity (e. g. multiple-choicequestions, short-answer questions, information gap, role-play, problem-solving, etc. )Objective(s) of the activityClassroom organization of the activityTeacher’ role(s)Students" role(s)Teacher working timeStudent working timeTeaching aid(s)Predicated problem(s)Solution(s)Procedures 1)2)3)4)22. Please design a post-istening activity with the following dialogue.Interviewer: Good evening, Monsieur Dupont , and welcome to the program !M. Dupont: Thank you!Interviewer: So what brings you to China, M. Dupont?M. Dupont: Well, my company has been doing research into wind farms foryears , and iscurrently building a wind farm in Canada--in fact, thebiggest wind farmin the country. We hope to develop a partnership with aChinese company tomanufacture, and build similar farms in China.Interviewer: Really! I thought that you had enough hydroelectric powerin Canada. Sowhy do you need wind farms ?M. Dupont : That"s a good question ! It"s true that we have a lot of cheappower from hy-droelectric sources in Canada.Interviewer: That"s because all the rivers and waterfalls you have there,I suppose.M. Dupont : That"s right! But wind power is even cheaper and cleaner, andwe have alsofound that a lot of other countries are very interestedin the technology wehave been developing.Interviewer: What do you mean by cleaner?M. Dupont: I mean less polluting. In Canada we are currently doing everything we can tocut down on green gas emissions--so we are constantly on the lookout for cleaner and cheaper forms of energy. We"ve found a number of people in Chinaare very interested in exploring wind power for the same reasons.Interviewer: That"s very interesting, M. Dupont. Good luck !M. Dupont: Thank you!Type of the activity (e. g. multiple-choicequestions, short-answer questions, information gap, role-play, problem-solving, etc. )Objective(s) of the activityClassroom organization of the activityTeacher’ role(s)Students" role(s)Teacher working timeStudent working timeTeaching aid(s)Predicated problem(s)Solution(s)Procedures 1)2)3)4)中央广播电视大学2003—2004学年度第一学期“开放本科’’期末考试英语(教)专业英语教学法(1)试题答案及评分标准(供参考)2004年1月Section I: Basic Theories and Principles 30 points1. C2. B3. B4. C5. B6. C7. B8. A9. A 10. B11. B 12. C 13. C 14. B 15. CSection II: Problem Solving 30 points16. Problem: The lesson fails to help the students to improve their reading skills, because itfocuses totally on the meanings and uses of individual words or sentence pat-terns.Solution: The teacher is suggested to divide the class into three stages.In the pre-reading stage, the teacher can engage the studentsin some speaking activities to help them predict the contentsof the text. Thus arouses their interests in the text and, more importantly, gives them a purpose for reading--checking the predictions. Such activities can also activate the students" schemataabout the topic that can facilitate their understanding of the text. Or ii necessary, the teacher can provide the students with the background information or list of new words to help remove potential cultural or language barriers. In the while-reading stage, the teac. hercan design activities to develop the students" skills of skimming,scanning, reading for detail or inferring. They can help the students to comprehend the text not only at the linguistic level but alse at the contextual and rhetorical levels. The teacher can also design somepost-reading activities which offer the students the opportunities of using freely the language they learnt from the text in speaking orwriting con texts.17. Problem; The lesson started with the third stage of the PPP Model--thestage of pro duction but skipped the two important stagesbefore it--the stages of presen tation and practice.Solution; Before the students are asked :to talk freely about a topic,they should have rele vant language input. There[ore, on thestage of presentation the teacher can intro duce to them some vocabulary or some reading/listening materials related to thetopic and introduce to them some useful sentence patterns of stating opinions, presenting reasons, expressing agreement, etc. Theteacher is then expected to give the students the opportunities to usethe newly-presented language items in a controlled framework. This maybe done by drills or prompted short dialogues. The focus of this practicestage should be on accuracy and therefore any language errors, oncespotted, should be corrected immediately. Finally comes the stage of production where the students do the activities, like the group discussionin this case, to experiment with the new language items freely and creatively. Since this stage is intended to develop fluency, the teachershould refrain from frequently interrupting a student who is speaking for immediate cdrrection.18. Problem: The teacher should not stop the tape time and again toexplain a word or information point, because this is not the way peoplelisten in real lifeSolution: Anticipating some language or information barriers thestudents are likely to encounter in the process of listening, the teachercan design some pre-listening activities to get the students ready forthe contents and language of the text. An alternative is to have thestudents do some inferring activities while they are listening. In thisway they can not only have a purpose for listening, but also de-vetop theirability of making inferences based on the contextual cues.19. Problem: The teacher only performed the role of a manager but neglected some other significant roles such as those of a prompter, assessor, resource person, etc.Solution: A qualified teacher has many roles to play in the classroom. The communicativelanguage teaching features a student-centered,"task-based and Process-oriented class. This does not diminish the teacher"s importance in the class, but puts a higher demand on his/her functions, especially those associated with facilitating and monitoring the learning process. When the students are doing an activity, the teacher needs to move around to offer encouragement and suggestions as a prompter, give help with ideas or language as a resource person and detect problems for immediate or delayed correction as an assessor. In addition, the teacher actsas a controller to maintain discipline and make sure each student is participating in the activity the way he/she is required to do. The teacher may also need to give examples of how to do an activity. In this case, he/she serves as an instructor.20. Problem: The class hag so many students that it is not easy to control.Solution: A ready solution is to replace the worksheets with a blackboard drawing or poster.The alternative rows of students are asked to turn around, so that half the class isfacing the student behind them. In this. way, only the front-facing rows can see theinformation on the blackboard or poster. Alternatively, two different posters canbe put up, one on the front blackboard and the other on the back wall. Then theone is visible to the front-facing students while the other can be seen by those fa-cing the back of the room. In either situation exists an information gap. The pairscan then exchange the information until they have completed the assigned task.Section III: Mini-lesson Plan 40 pointsType of the activity (e. g. multiple-choicequestions, short-answer questions, information gap, role-play, problem-solving, etc. ) 1分Objective(s) of the activity 1分Classroom organization of the activity 1分Teacher’ role(s)1分Students" role(s) 1分Teacher working time 1分Student working time 1分Teaching aid(s) 1分Predicated problem(s) 1分Solution(s) 1分Procedures 1) 2分2) 2分3) 2分4) 2分Type of the activity role-playObjective(s) of the activity 1. To arouse the students" interest inthe text2. To motivate the students to read the text by providinga purpose for reading3. To prepare the students for the content of the text byactivating their schemata about the topicClassroom organizationof the activity pair workTeacher"s role(s) controller, manager, prompter, resource, assessorStudents" role(s) contributor, performerTeacher working time 5-10minutesStudent working time 10-15 minutesTeaching aid(s) some magazine or newspaper pictures of American families hosting parties to motivate the students.Predicated problem(s) Some pairs may finish early.Solution(s) Instruct the students in the pairs who finish early to ex-change their roles.Procedures 1) The teacher elicits the questions as well as answers questions from the students regarding the Western etiquette of going for a party, and summarizes the information preferably in a table.2) The students form pairs: Suppose A has been invited to a party to be held at his American teacher"s home, he/she is now asking B, who is his good friend and a returned Chinese overseas student from the US, for his/her advice on the etiquette concerned.3) The students play the role of A or B and make a dialogue with their partners while the teacher moves around, monitoring the process and offering help with ideas or language when necessary. The students mayrefer to the information previously elicited from their classmates.4) Some pairs perform their role-plays in front of the classand the teacher comments on their uses of language.Type of the activity problem-solvingObjective(s) of the activity 1. To encourage the students to use the language they have learned through listening to the dialogue2. To give the students a real purpose for speaking to each other3. To practice the students" skills of expressing agreement and disagreementClassroom organization of the activity group work。
王蔷《英语教学法教程》笔记和课后习题（含考研真题）详解-第1~3章【圣才出品】
王蔷《英语教学法教程》笔记和课后习题（含考研真题）详解-第1~3章【圣才出品】第1章语⾔和语⾔学习1.1 复习笔记本章要点：1. The way we learn languages我们习得语⾔的⽅式2. Views 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. 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建构主义学习理论11. Socio-constructivist theory社会建构主义理论12. Qualities of a good language teacher⼀个好的语⾔⽼师必备的素养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；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；建构主义学习理论；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. The way we learn languagesⅡ. 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. Research on language learning2. Common views on language learning and learning in general（1）Behaviorist theory（2）Cognitive theory（3）Constructivist theory（4）Socio-constructivist theoryⅣ. Qualities of a good language teacherⅤ. Development of a good language teacherⅥ. An overview of the bookThis chapter serves as an introduction for setting the scene for this methodology course. It discusses issues concerning views on language and language learning or learning in general with the belief that such views will affect teachers’ ways of teaching and thus learners’ ways of learning. The qualities of a good language teacher are also discussed in order to raise the participants’ awareness of what is required for a good English teacher.这⼀章主要是介绍教学法的⽅法论，其中讨论的问题涉及语⾔和语⾔学习的观点，或者⼀般学习及这些观点对教师教学⽅式和学习者学习⽅式的影响，本章也讨论了⼀个好的英语教师应具备的素质，以提⾼语⾔教学参与者对优秀英语教师相关要求的意识。
英语教学法教程(第二版)Unit 1要点(英文版)
Unit 1Further reading⏹Approaches and Methods in Language Teaching: Jack C. Richards & Theodore S. Rodgers 外语教学与研究出版社，2000⏹How to be a good teacher: Scrivener, J. Learning Teaching. Heinemann 1994, Chapter 1⏹Communicative Language Teaching: Nunan, D. Designing Tasks for the Communicative Classroom. Cambridge University Press 1989⏹How to plan lessons: Ur, P. A Course in Language Teaching. Cambridge University Press. 1996. Module 15⏹Classroom Management: Gower, R., Phillips,D. and Walters, S. Teaching Practice Handbook new edition. Heinemann 1995⏹How to teach listening: Underwood, M. Teaching Listening Skill. Longman. 1989 .⏹How to teach speaking: Harmer, J. The Practice of English Language Teaching.new edition. Longman 1991. Chapter 8⏹How to teach reading: Grellet,F. Developing Reading Skills. Cambridge University Press . 1981 Harmer, J. The Practice of English Language Teaching . new edition. Longman. 1991. Chapter 10 How to teach writing: Tribble, C. Writing. Oxford University Press. 1996.Harmer, J. The Practice of English Language Teaching . new edition. Longman 1991. Chapter 7 & 8⏹How to use textbooks: Grant, N. Making the Most of Your Textbook. Longman. 1987.⏹Keith Johnson. An Introduction to Foreign Language Learning and Teaching. Foreign Language Teaching and Research Press. 2003⏹《外语教学法丛书》20本Shanghai Foreign Language Education PressThe structural viewThe structural view sees language as a linguistic system.The system of language = the system of sounds +the system of words +the system of grammarThe functional view(The functional-notional view)The functional view sees language asa linguistic systemand asa means for doing thingsThe interactional viewThe interactional view sees language asa communicative tool(to build up and maintain relations between people).⏹The interactional view sees language primarily as means for establishing and maintaining interpersonal relationships and for performing transactions between individuals.⏹The target of language learning is learning to initiate and maintain conversation with other people Two things are needed for communication⏹Rules of language form (grammar & vocabulary)⏹Rules of language use in a context (Is it appropriate to use this language item in this context?)Views on Language LearningBehaviorismThree basic behaviorist ideas about learning⏹1. Conditioning (Pavlov and the dribbling dogs): learning is seen as a question of developing connections (known as stimulus-response bonds) between events.⏹2. Habit formation (Skinner and the sporty pigeon)⏹3. The importance of the environment (writing on a clean slate) organism: person or animal that does the learning⏹Environment: an event, a situation or another person (teacher or parent)Environment OrganismThe Cognitive theory⏹Chomsky:⏹Language is not a form of behaviour. It is an intricate (complicated) rule-based system. (Language is rule-governed.)⏹There are a finite number of grammatical rules in the system and with knowledge of these rules an infinite number of sentences can be produced. (Language is generative. )Students should be asked to think rather than simply repeat.Constructivist views⏹Learning is a process in which the learner construct meaning based on his/her own experiences and what he/she already knows.⏹Constructivism is a broad term used by philosophers, curriculum designers, psychologists, educators, and others. Most people who use the term emphasize “the learner’s contribution to meaning and learning through both individual and social activity”.Social constructivism⏹Learning is best achieved through the dynamic interaction between the teacher and the learner and between learners.V ygotsky’s theory⏹V ygotsky’ concept of the zone of proximal development: a child can solve a problem with the help (scaffolding) of an adult or more able peer.⏹V ygotsky’s work formed the basis for the cooperative learning programs .He even recommended pairing more competent students with less competent students to elevate the latter’s competence.scaffolding⏹Scaffolding: the technique of changing the level of support over the course of a teaching session; amore-skilled person (teacher or more-advanced peer of the child) adjusts the amount of guidance to fit the student’s current p erformance. When the task the student is learning is new, the teacher might use direct instruction. As the student’s competence increases, less guidance is provided.Think of scaffolding in learning like the scaffolding used to construct a building. The scaffolding provides support when needed, but it is adjusted and gradually removed as the building approaches completion.Researchers found that when scaffolding is used by teachers and peers in collaborative learning, students’ learning benefits.。
英语中常用的教学方法
英语中常用的教学方法英语中常用的教学方法精选篇1(一)认读游戏学习26个字母如同一年级小朋友学汉语拼音一样，有一个音与形的认识过程。
课堂上模仿、认读过程一长，学生很容易厌烦。
教学中，我常用“比一比，谁的音发得最佳”的竞赛来使学生集中注意力，养成仔细听音、观察口形、认真模仿的好习惯。
巩固字母的认读游戏很多，如“快速认读字母卡片记时赛”，出示三四张一组的字母卡片，迅速拿掉，让学生按顺序说出“你看到了什么?”;出一组卡片，让学生读过后，从中任意抽掉一张，然后打乱其余几张再出现，问“哪一张不见了?”，还有各种猜字母的游戏……。
学生十分喜欢做这类游戏，而教师又利用学生的兴趣，在玩玩赛赛中巩固了所教知识，教学效果很好。
(二)听辨音游戏要培养学生正确的语音，听力反应是相当重要的。
听辨音游戏可分两类：一类是书面练习，如 Listen and circle(圈出你所听到的字母)，Listen and tick，Listen and number等;另一类可以利用字母卡片来举一反三地做出许多种游戏，如“听音举卡片”、“听音举字母排队”等。
(三)听读游戏学习字母的主要目的是培养学生的认读能力。
认读有一个熟能生巧的过程，只有反复多读，才能达到熟练。
教学中，我尽量设计游戏，让学生高兴地练。
如：读字母找到相应卡片的“找朋友”游戏，紧张而又愉快的音乐传卡片认读游戏，“大字母与小字母连线”，“听字母圈字母”、“读字母涂颜色”等游戏，都是深受学生欢迎的。
英语中常用的教学方法精选篇2一、翻译法(Translation Method)翻译法也叫语法翻译法(Grammar-Translation Method)、阅读法(Reading Method)、古典法(Classical Method)。
翻译法最早是在欧洲用来教授古典语言希腊语和拉丁语的外语教学方法，到18世纪末和19世纪中期开始被用来教授现代语言。
翻译法的教学目的是培养学生阅读外国文学作品的能力和模仿范文进行写作的能力。
英语教学法教案(1)
课文教学教学的模式 课文整体教学的教学方法 课型示例 一、二 课文教学技能评价参考标准
课文教学 教学内容（ 前言）
英语课文是依据课程标准规定的教学目的编写的。 它综合体现语音、词汇和语法，是用作对学生进 行听、说、读、写技能训练和语言知识教学的综 合材料。课文是中小英语教科书的核心，学生学 习语音、语调、词汇、句型、语法等知识是围绕 课文进行的。课文作为一个含有完整的情节、具 体的人物事件及思想内容的语言材料，多角度、 多方面地训练学生“听、说、读、写”及英语理 解和思维的能力，因此搞好课文教学将有助于学 生进一步学好英语，课文教学的方法是否符合语 言教学的规律，也在很大程度上决定英语课堂教 学的成败。
教学重点、难点：了解整体教学课型的特点和模 式，掌握英语课文的一般方法和技能
教学内容、步骤和方法：
复习思考题：
课文教学 复习 思 考 题
1、课文教学有哪些常用方法? 2、初中高年级课文教学应如何进行? 3、高中课文教学应如何进行? 4、任选一篇课文，运用整体教学法进
行模拟教学或说课。
（4）“复—改—变—问”模式，从大到小 的模式。复，为复述/介绍课文；改，指简 化或扩展课文；变，为变换课文的表达法、 词序、语境、情景；问，为质疑提问或检 查提问。
课文教学 （教学内容和方法）
英语教学法之 Unit 1
British applied linguists: emphasize on the functional and communicative potential of language
E.g. Christopher Candlin and Henry Widdowson: British functional linguists; American work in sociolinguistics; work in philosophy
Learner-centered and experience-based view of second language teaching: antecedent---an important American national curriculum commission in the 1930s
Organizational principles
Considering: (1)a communicative view of language can help the teacher to make the linguistic content of a course more relevant to learners’ needd; (2)a communicative view of language can provide the teacher with alternative ways of organizing this content into teaching units
Notional Syllabus: a significant impact on the development of Communicative Language Teaching---used by the Council of Europe for a first-level communicative language syllabus
英语教学法(1)教材复习提要
5109英语教学法（1）试题复习提要教材《英语教学法》（1）（开卷）I: Basic Theories and Principles:Unit 1 Introduction1.The Grammar-Translation Method2.syllabus be organizition ?3.Functional-Notional Approach4.characteristic of acquisition5.Behaviorism6.The Humanist Approach?7.Audio-lingual Method8.Direct method9.What does TPR stand for?10.L inguistic competence ，Communicative competence，Discoursecompetence11.t he description of a function12.d ifferent types of syllabus13.W hat is “Needs Analysis”?14.S tage of course designUnit 2 the Communicative Approach重点单元15.T he basic characteristics of Communicative Approach16.d ifference between oral and written communication17.c ommunicative language teaching18.r oles of teachers19.c ommunicative activitiesUnit 3 Focus on Reading20.m ajor reading strategies: skimming, scanning, inferring21.t hree stages of teaching reading: pre-reading, while-reading,post-reading22.t he top-down approach of reading , The bottom-up approach ofreading, The interactive approach of readingUnit 4 Focus on Listening23.T he major listening skillsListening for gist, listening for specific information, listening for detailed information, inferring, note-taking24.T ree stages of teaching listening: pre-listening, while-listening,post-listeningUnit 5 Focus on Speaking25.Speaking syllabus26.The PPP model27.conversational technique28.features of spoken English29.designing a speaking activityAppendix: Focus on Pronunciation30. liaison in pronunciation, articulation, stress ,rhythm30.e rror tolerationII: Lesson Plan重点复习《英语教学法》（2）Unit 9 Lesson Planning，也请参考相应章节的具体教学法，如设计阅读课程参考阅读的教学法。
英语教学法一
《英语教学法》一Ⅰ Fill in the blanks1. First of all, a teacher should be __ proficient _(1) in the English language. The importance of being a good language user involves four points. First, a language teacher is a__ modal _ (2) for students to imitate, to follow and to learn from either consciously or subconsciously. Second, a good command of English endows a teacher with__ confidence _ (3). From this emerges the third point. A teacher can attract students immediately with his or her good English. When admiration is established, students tend to believe in the teacher, __ cooperate _ (4) with the teacher, and behave well in class activities. The last point is that good English empowers the teacher to__ manage _ (5) class well, try new methods and adapt his or her teaching at any time.2 . Acquisition and learning There are two kinds of processes in SLA according to Krashen (1981, 1985, 1989). Acquisition: a _ subconscious __ (6) process which leads to the development of “_ competence __ (7) : and is not _ dependent __ (8) on the teaching of grammatical rules Learning: the __ conscious _ (9) study and knowledge of grammatical rules, which does not lead to_ acquisition __ (10) The two kinds of process are linked to two kinds of knowledge. Implicit knowledge: the L2 knowledge of which a learner is __ enabler _ (11) and therefore cannot ___ (12) . Explicit knowledge: the L2 knowledge of which a learner is aware and can verbalize on__ strategies _ (13). a. Learners progress along the storage _ errors __(14) order by understanding input that contains structures a little bit beyond their current level of competence _ acquisition __ (15). Eventually the ability to produce the language is said to emerge naturally, and need not be taught directly. b. Although comprehensible input is necessary for acquisition to take place, it is not sufficient, as learners also need to be _ interaction __ (16) disposed to ‘let in’ the input they comprehend. In other words, successful second language acquisition depends on the learner’s feelings. _ Approaches __ (17) attitudes (including a lack of motivation or self-confidence and anxiety) are said to act as _ Silent __ (18) , preventing the learner from making use of input, and thus hindering success in language learning. c. Input becomes comprehensible as a result of simplification and with the help of __ Syllable _ (19) and extralinguistic clues; “fine-tuning” (i.e. ensuring that learners receive input rich in the specific linguistic property they are due to acquire next) is not necessary. d. Learning and learned rules serve as a__ Intonation _(20) or editor of utterances initiated by he acquired system. e. Speaking is the result of acquisition not its cause; learner production does not contribute __ Spelling-pronunciation _ (21) to acquisition.3. For both native speakers and non-native speakers, fluency includes _ Rap __ (22), __ drills _ (23), _ composition __ (24) and _ deserves __ (25). Fluency is a general term for good speaking __ responses _ (26).4. For different level accuracy means different things which goes from __ comprehension _ (27) _ situations __ (28) to__ required _ (29) _ understanding __ (30) .5. In studying the relation between fluency and accuracy, there is one point to be sure, that is, fluency does not _ accuracy __ (31) accuracy at all.6. Humans acquire language by understanding messages or by receiving _ interaction __ (32) _ activities __(33) in the _ errors __ (34) process.7. Engaging learners in __ skills _ (35) interaction in the second or foreign language classroom is essential and involves the processes of both _ information __ (36) and __ scanning _ (37) __ ambiguity _ (38).8. In Krashen’s theory, adults have two distinctive ways of developing competence in second or foreign language learning, that is, __ genre _ (39) and _ style __ (40).9. The concepts of pronunciation are _ techniques __(41), _ process __ (42) and voiceless sounds, __ coherence _ (43) and consonant sounds, vowel letters and _ goals __ (44) letters, _ equipment __ (45), __ procedures _ (46) of English, _ follow-up notes __ (47) , __ evaluation _ (48) of speech .10. __ Knowledge _ (49) sounds are the ones produced when the vocal cards vibrate; voiceless sounds are the ones produced when the vocal sounds do not _ cohesiveness __ (50) .11. Open syllables: with one _ cohesiveness __ (51) letter at the end of the grammatical ___ (52) syllable (not the end of the word), which is not followed or closed by any other letter later be tidy go ruler with one _ encouraged __ (53) letter that is followed by a _ interaction __ (54)“e” at the end of the _ individual __ (55) syllablelie tie hoe toe true glue with one __ syllabus _ (56) letter followed by a single __ philosophy _ (57) letter (other than “r”) and then a __ operational _ (58) “e” at the end of the stressed syllable12. English is a language of rhythms. Mastering the rhythm of English is very important in terms of good pronunciation and effective speaking. English speech rhythm is characterized by __ political _ (59). A unit can be one or groups of words.A tone unit carried one central _ philosophy __ (60) syllable. Each unit should take about the same time to say even if the number of words in each unit is different.13. The relationship between spelling and sounds in English language is not simple and regular. So an alphabetic system with one symbol representing one __ curriculum _ (61) is needed, which is presented as a list of phonetic alphabet. In the _ objectives __ (62) phonetic symbols of the English language, package ___ (63) are vowel sound and 28 are __ adaptation _ (64) sounds. They are presents as the following chart, which is also called the _ throughout __ (65) , __ resourceful _ (66) .14. a. As for grammar, the structure connects __ practice _ (67) and _ communicative __ (68) in the language. b. The two general ways to classify grammar items are stimulation ___ (69) oriented and __ unpredictability _ (70) oriented. c. English language is a _forign__ (71) language.d. The two ways of teaching grammar are to teach grammar separately or to _ reliability __ (72) some time in class to do grammar teaching throughout the course. e. The instruction medium of grammar teaching can be either the __ beneficial _(73) language or the___ (74) language. f. Deductive learning is __ assessment _ (75) and covers more grammar in a period of time. g. Grammar teaching can be either __ immediately _ (76) or _ institution __ (77) or both. h. In Harmer’s opinion, a good presentation should be__ definition _ (78), _ development __ (79), interesting, _ construction __ (80) and productive.15. a. In general, vocabulary items can be classified into three aspects: _ achievement __(81) , _ authoritative __ (82) and _ reflection __ (83). b. Connotative meaning: the _ positive __ (84) meanings that a vocabulary item has beyond its _ reasoning __ (85) meaning. In other words, connotation is associated _ facilitates __ (86) or __ reflection _ (87) feelings that a vocabulary item evokes. It may or may not be indicated in a dictionary. c. There are two kinds of vocabulary learning: __developmenta_ (88) and _ judgment __ (89). ___ Generally (90) learning is to study words __ literal _ (91). _ understanding __ (92) learning and teaching is of__ vague _ (93) nature. It is not planned but drawn to attention in the process of learning and teaching. d. Vocabulary learning and teaching is a process to build up vocabulary ability. They are__ denotation _ (94), _ connotation __ (95), _ contextual meaning __ (96) and _ meaning relationship __ (97). e. Contextual meaning: the __ function _ (98) and _ mutual __ (99) meaning of a vocabulary item that is used in a certain __ functions _ (100). Some words are _easy__ (101); some are _different_ (102). Although they both have the same _meaning__ (103) but they are used in different context.Ⅱ. Explain the following terms1. Teacher as a language analystBeing an effective language analyst means not only the teacher possesses the knowledge about the language but also help students study the nature of the language with learning effects. Being an effective language analyst also means being able to conceptualize language phenomena as English is rich, complex and diverse (Wright 1991). No grammar books or dictionaries can include all language phenomena. So the teacher is required to theorize the language experience.2. Error analysisMaking errors is a conspicuous part of language learning. As a person starts learning the language, he/she starts making mistakes. Researchers have tried to describe and explain what mistakes learners tend to make and why they make mistakes.3. Grammar: form and functionGrammar form is the language material that is structural and then grammar function is functions of the language. For beginners, studying structural English is more efficient because they can have a control over the language. For advanced learners, functional English is what they need because it is interesting, challenging and encouraging the use of English4. Fluency and accuracy(1): Awareness(2): Controlled drillsAgain the responses are very controlled, but learners can make a limited choice of vocabulary.(4): Guided, meaningful practice(5): (Structure-based) free sentence composition(6): (Structure-based) discourse composition(7): Free discourse5. Empathetic quality as a teacherFirst of all, a teacher is required to be proficient in the English language. He/she needs to be excellent in listening, speaking, reading and writing. The importance of being a good language user involves four points. First, a language teacher is a modal for students to imitate, to follow and to learn from either consciously or subconsciously. Subconscious learning plays a very important role in students’ acquisition of the language. Second, a good command of English endows a teacher with confidence. A teacher’s confidence positively affects his or her speaking and teaching performance and consequently infects his or her students who may respond with feelings of certainty, respect and also confidence. From this emerges the third point. A teacher can attract students immediately with his or her good English. When admiration is established, students tend to believe in the teacher, cooperate with the teacher, and behave well in class activities. The last point is that good English empowers the teacher to manage class well, try new methods and adapt his or her teaching at any time.6. Acquisition and learningAcquisition: a subconscious process which leads to the development of competence and is not dependent on the teaching of grammatical rules.Learning: the conscious study and knowledge of grammatical rules, which does notlead to acquisition.7. Syllable, open syllable and closed syllableIn language learning, input refers to the language that a learner receives through listening and reading, and from which he/she can learn. Whether input can be received or not depends on many factors, one of which is the difficulty level that decides whether the learner benefits or not. Output is the language that a learner produces in his/her speaking or writing. Interaction is a process by which more than two people communicate over the language use or material.8. Grammar Translation MethodGrammar Translation Method is a language teaching method in which translation and grammar studies are the main teaching and learning activities. The approach came from the traditional way of how Latin and Greek being taught in Europe before 19th century, which continued to be used in modern languages teaching such as French, German and English in the 19th century and is still used in many countries today in modified forms.9. IntonationIntonation means the rise and fall in voice tones like musical notes, from high to low, or from low to high. Such upward and downward movement of the voice creates the melody of the language. The musical notes are called pitches that indicate different meanings and help to express feelings and attitudes.10. Systematic teaching and unplanned teaching(1) SyllablesA syllable is a part of word that contains one vowel sound. It may also contain one or more consonants sounds. Usually the number of vowel sounds in the word determines the numbers of syllable. There are exceptions such as “-ble”, “-ple”, or “- tle” can form a syllable.(2) Open syllables:with one vowel letter at the end of the stressed syllable (not the end of the word), which is not followed or closed by any other letterwith one vowel letter that is followed by a mute “e” at the end of the stressed syllablewith one vowel letter followed by a single consonant letter (other than “r”) and thena mute “e” at the end of the stressed syllable11. Individual differencesPeople write for different purposes or functions. With the development of written expression for social functions and communications, different genres came into beingwith required conventions in discourse. Teachers should have this in mind and build up learners’ awareness of genre writing12. The Audiolingual Method13. Spelling-pronunciation ruleStructural speaking activities are designed to practice grammar in oral production. There are many kinds of activities for improving language structures in spoken form. The following are some examples.Functional speaking activities are designed to use language to do things such as offering, suggesting, ordering food, etc. Functional activities help students to practice sentence patterns used in social functions. (Vocabulary is also improved here.)14. Listening comprehensionListening comprehension means the process of understanding speech in a second or foreign language. This process involves sound recognition and meaningful perception. It is auditory perception of information received through the ears and requires a listener to detect different kinds of acoustic signals and understand them as meaningful chunks of language15. Teacher as an enablerA teacher’s job is to guide and help students learn efficiently. The efficiency lies not only in being good at knowledge of and about the language but also in his/her ways or methods employed to achieve a desired purpose. In other words, in order to achieve a purpose such as motivating students, dealing with a language point, or improving reading ability, the teacher needs to try different ways to reach that purpose. This is called means and ends relationship (Dewey 1933). Means are various alternatives or suggestions; ends are the desired purposes. In order to reach desired aims, the teacher needs to make efforts to explore and employ different means.16. Learning styles and strategiesIn linguistics, cohesiveness means grammatical and/or lexical relationships between two elements in the discourse (Halliday and Hasan 1976). In classroom teaching characterized by a series of activities, cohesiveness can be defined as the connective relationships between classroom activities. This cohesiveness across activities has its own special characteristics.It is encouraged that we should do language learning through interaction. In a language classroom, interaction takes the form of student grouping: lockstep, pair work, group work and individual work17. Total Physical ResponseThe repertory grid technique can be a powerful heuristic tool used to facilitate reflection in the sense that it generates a list of personal constructs. This generating process helps us become aware of our own and other people's personal perspectives. Through constructing the difference between people, our thinking starts working conceptually by analyzing, comparing and evaluating. We label the differences according to our own judgment. It could be subjective, but this subjective thinking of construing assists us to produce our own theories. These theories are personal because they reveal our pattern of thinking or even the nature of thinking e.g. positive or negative.Ⅲ. Open questions1. Choose some vocabulary items from the textbook you are teaching or going to teach and design five activities for presentation and five for practice.First of all, a teacher is required to be proficient in the English language. He/she needs to be excellent in listening, speaking, reading and writing. The importance of being a good language user involves four points. First, a language teacher is a modal for students to imitate, to follow and to learn from either consciously or subconsciously. Subconscious learning plays a very important role in students’ acquisition of the language. Second, a good command of English endows a teacher with confidence. A teacher’s confidence positively affects his or her speaking and teaching performance and consequently infects his or her students who may respond with feelings of certainty, respect and also confidence. From this emerges the third point. A teacher can attract students immediately with his or her good English. When admiration is established, students tend to believe in the teacher, cooperate with the teacher, and behave well in class activities. The last point is that good English empowers the teacher to manage class well, try new methods and adapt his or her teaching at any time.2. What are the characteristics of good grammar presentation?Grammar Translation Method is a language teaching method in which translation and grammar studies are the main teaching and learning activities. The approach came from the traditional way of how Latin and Greek being taught in Europe before 19th century, which continued to be used in modern languages teaching such as French, German and English in the 19th century and is still used in many countries today in modified forms.3. What are differences between written text and spoken text? What implications do they have for teaching writing?As non-native speaker, we often come across difficulties in the process of reading. We do not feel comfortable if we do not understand every word, every phrase or every sentence. We do not feel like understanding the text. Also we often tend to make a text reading become grammar and vocabulary learning. Because of these two factors, we do not tolerate ambiguities in reading. But we need to and we have to. If we try to understand every word, time, ability and availability of help are limited. The result can be working on one text like a snail so that we end up reading a little. If we tolerate ambiguities and continue to read, we can develop reading skills in the process, and as we go further, our improvement will self solve some problems we had in previous processes.4. Design a 40-minute pronunciation class.1. (1) SyllablesA syllable is a part of word that contains one vowel sound. It may also contain one or more consonants sounds. Usually the number of vowel sounds in the word determines the numbers of syllable. There are exceptions such as “-ble”, “-ple”, or “- tle” can form a syllable.(2) Open syllables:(2) Open syllables:with one vowel letter at the end of the stressed syllable (not the end of the word), which is not followed or closed by any other letterwith one vowel letter that is followed by a mute “e” at the end of the stressed syllablewith one vowel letter followed by a single consonant letter (other than “r”) and thena mute “e” at the end of the stressed syllable(3) Closed syllables:with one vowel letter followed or closed by one or more than consonant letter (other than “r”) in a stressed syllable2. Intonation means the rise and fall in voice tones like musical notes, from high to low, or from low to high. Such upward and downward movement of the voice creates the melody of the language. The musical notes are called pitches that indicate different meanings and help to express feelings and attitudes.3. Pronunciation is a skill that requires acquisition much more than learning the knowledge about pronunciation.Students listen to the tape with words spoken to music with steady beat. As they listen,they do clapping and practice. This activity is liked by elementary school students and good for practicing stress and intonation.5. What errors do Chinese learners often make in their speaking and writing? How can you as a teacher deal with learner errors?Fluency is regarded as an important skill in English learning and speaking, but the understanding of it seems to be vague in our mind. This part tries to describe what is ‘fluency’ in terms of native speakers and non-native speakers.Surely students will make mistakes in their speaking practice. How teachers deal with students’ mistakes and errors is very important for individual learners. If we correct too much, we might kill students’ enthusiasm or willingness to go on speaking. If we do not correct at all, some of the mistakes can be fossilized. We teachers need to know the nature of what kinds of mistakes students make so they we can deal with their mistakes or errors scientifically. For discussion on learners’ errors and mistakes, they have been discussed in Unit 3. Deep understanding of error analysis can help better operation and management in teaching speaking.6. What function does interaction play in speaking development?Structural speaking activities are designed to practice grammar in oral production. There are many kinds of activities for improving language structures in spoken form. The following are some examples. Functional speaking activities are designed to use language to do things such as offering, suggesting, ordering food, etc. Functional activities help students to practice sentence patterns used in social functions. (Vocabulary is also improved here.)7. What makes a good language teacher?Making errors is a conspicuous part of language learning. As a person starts learning the language, he/she starts making mistakes. Researchers have tried to describe and explain what mistakes learners tend to make and why they make mistakes. In language learning, input refers to the language that a learner receives through listening and reading, and from which he/she can learn. Whether input can be received or not depends on many factors, one of which is the difficulty level that decides whether the learner benefits or not. Output is the language that a learner produces in his/her speaking or writing. Interaction is a process by which more than two people communicate over the language use or material.《英语教学法》二Ⅰ Fill in the blanks1. a. Writing is the result of employing__ strategies _(1)to manages the composing _ process __(2), which is one of gradually developing a _ text __(3). It involves a number of activities: __ settinggoals _(4), generating _ ideas __(5)___(6) organizing information, selecting appropriate language, making a draft, reading and reviewing it,then revising and editing. b. To organize and connect information, there are two criteria: __ formulation _(7) accuracy and _ mention __(8). To be correct in _ sentence __(9) and _ organization __(10) is of utmost importance. Of all these activities, _acquaintance__(11) plays a central role in improving writing. c. writing is a process of __ formal _(12) and _ informal __(13) . d. According to Hedge, there are different genres into different types of writing, __ discourse _(14) _ provide __(15) __ context _ (16) _ contact __ (17)_ time __(18) __ space _ (19) . e. _ Detachment __(20) is the core of writing. Reading for ideas is a gradual job. Large amount of reading helps_ requires __(21) . Thinking not only _ grammar __(22) ideas but also_ vocabulary __ (23) and__ ongoing _ (24) ideas.2. a.A lesson plan involves _ speech __(24),__ regional _(25) materials and equipments,__ acquired _ (26), evaluation and_ intuitively __(27) . b.Before teachers start to consider planning their classes, they need to know the job of teaching, the _ amount __(28) and the students. c.Well-prepared teachers need to know six major areas of necessary knowledge. They are the _ comprehensive __(29)for the level, the__ description _(30) for the level, the _ specific __(31) available for the level.__ Coherence _ (32) in teaching, a repertoire of activities and_ individual __(33). d.The teachers need to know five areas of knowledge about the institution. They are__ objectives _(34), physical conditions,__ connective _ (35) ,__ wholeness _(36) and restrictions. e.Teachers need to know student’s_ syllabus __(37) ,_ activities __(38) , social background and_ institution __(39) . f. The four major areas about how the students feel about learning English and what they know are motivation and attitude, _ restrictions __(40) , knowledge and_ guarantees __(41) .3. Anderson’s theory is that of the acquisition of cognitive skills, on simple interpretation, ranging from __ specific _ (42) __ lexical _ (43) to_ elements __ (44) __ discourse _ (45) .4. Teachers should provide __ cohesiveness _ (46) _ connective __ (47) to prepare the learners with their storage of language information and __ cohesiveness _ (48)___ (49) for learners to communicate and to control their production. Teachers’ role is not limited as an imparter, instead teachers should be _ interaction __ (50) with learners too.5. Between input and output, there is, usually, a period of __ interaction _ (51) .6. Learning by doing encourages students to __ indicating _ (52) the language, which is a process of _ educational-cultural __ (53) that leads to high level of proficiency.7. There are two ways to improve students’ oral production. One is to practice speaking based on _ theoretical __ (54) and the other is based on _ orientation __ (55) and _ respect __ (56).8. There are two kinds of speaking activities. One is _ curriculum __ (57)_ reflective __ (58) exchange; the other is _ national __ (59) __ political syllabus _(60) exchange.9. A syllable is a part of word that contains __ detailed _ (61), _ operational __ (62) sound. It may also contain one or more __ statements _ (63) sounds. Usually the _ philosophy _ curriculum _ (64) of_ planned __ (65) sounds in the word determines the numbers of _ narrowly __ (66) .10. In every word of two or more __ defined _ (67), one syllable is _ objectives __ (68). This syllable is called a _ throughout __ (69), __ instructional _ (70 which means that the __ textbooks (71)ound in the syllable is said __ resourceful _ (72)nd _ package _ (73)than other vowel sounds in the same word.11. In front of the vowel letter there could be a __ software _ (74)etter but not other _ packages __ (75)letters.12. Knowing _ presentation __ (76) syllables and _ practice __ (77) syllables is helpful in spelling according to the _ communicative __ (78) or in __ interaction _ (79) according to the spelling. In an _ reference __ (80) syllable, the vowel letter is usually __ grammar _ (81) with the sound of the letter __ vocabulary _ (82) ; in a closed syllable, the _ pronunciation __ (83) letter is usually pronounced with a _ stimulation __ (84) vowel sound.13. Grammar Translation Method To learn a foreign language is aimed at being able to read its _ syllabus __(85), benefit from the __ confidence _ (86) discipline and _ classification __ (87) development.___ beneficial _ (88) and __ versus _ (89) are the major focus in teaching; __ measures _ (90) and_ successfully __ (91) are dealt with only a little or not at all. Vocabulary learning is conducted through ___ (92) lists, ___ (93) study and memorization. The ___ (94) is of utmost importance as the basis of teaching and learning of the language. Sentence learning is __ measure _ (95) of grammatical elements and _ assessment __ (96) into and out of the target language. ___ Formative (97) is strongly emphasized. Errors are avoided at any costs. Grammar learning is _ diagnostically __ (98) . The first step is presentation and study of rules; the second step is translation practice. Grammar points are organized systematically throughout the units of the textbooks. Classroom __ constructivism _ (99) is conducted in the native tongue, which is used to present and explain the target language and compare the similarities and differences between the native language and the target language.Ⅱ. Explain the following terms1.Writing genreWriting is the result of employing strategies to manage the composing process, which is one of gradually developing a text. It involves a number of activities: setting goals, generating ideas, organizing information, selecting appropriate language, making a draft, reading and reviewing it, then revising and editing. It is a complex process which is neither easy nor spontaneous for many second language writers。
04-《英语教学法》(1)期末考试试题之二
《英语教学法》（1）期末考试试题之二（开卷考试）Part I. Fill in the blanks with correct information: 30%1.The Grammar-Translation Method came about as a result of __________________.2.People learned Ancient Greek and Latin as________________.3.In a functional-notional syllabus, the language taught would not be described in only grammatical forms,but also___________, _________, __________ and ____________.4.The term “communicative competence” was first used by _____________ in applied linguistics.5.Krashen’s Natural Order of Langua ge Learning was based on _____________.6.Various language learning methods arose in the 70s in particular in North America and in Europe, whichconcerned the learner as a whole person, also referred to as _________.7.Imagine a situation in which students learn a language in the following way. They sit around a table withcomfortable chairs and with a tape recorder in the middle. When one wants to say something, he whispers it in his mother tongue to the teacher who is standing behind him, who then translates it into the target language and the student repeats that. This approach is called ___________.8.ESP is the abbreviation of ________________.9.In Taba’s model of curriculum processes, the last two stages are___________ and ______________.10.Knowing how to make correct sentences has very little value on its own and has to be supplementedby________________________ and _________________________ when it is used as a normal means of communication.11.A student with very limited language would be forgiven for errors of _____________.nguage processing is ______________________ and what is understood involves far more than___________________________________.13.Turn-taking is a characteristic of ___________________.14.A CLT syllabus will cover situations, topics, functions, _________________, and ________________.15.List some examples of authentic materials: _______________, ______________, _____________.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 in order to communicate in real life situations.2.The Threshold Level was an example of the Grammar –Translation Method.3.Making errors will lead to bad habit formation, so we should correct them whenever they occur.4.Suggestopedia is believed to be the most of the humanistic methods.5. A textbook with such course design as Unit 1 Personal pronouns, Unit 2 Attributive clauses, Unit 3 Thepassive voice, etc. is based on a skills syllabus.6.It is true that inappropriately used expressions can produce more harm than structurally poor sentences.7.Back-channel responses are used by one speaker to interrupt the other speaker.8.In CLT students do not learn in the classroom; instead they learn the language in real life.9.Good learners learn different styles of speech and writing and learn to vary their language according to theformality of the situation.10.While the students are engaged in the communicative activity the teacher should not intervene, such astelling them that they are making mistakes, insisting on accuracy or asking for repetition.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.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 become my 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 drunken driving 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 evolution, a controversial theory some scientists present as a scientificexplanation 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 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.Th e ‘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, radioannouncements, 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. T 10. 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 become my 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 drunken driving 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 evolution, 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 than7,500 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.●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 tex t 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 “reaso ns 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.●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 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 situationas 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 endingto one of your own choice●Listening to or reading some supplementary materials.。
对于小学英语教学的教学方法(精选4篇)
对于小学英语教学的教学方法（精选4篇）小学全面开设英语课是外语界教学改革的一项重要改革举措，它的实施必将对现有的教育体制、教学环境、大纲制定、教材编写以及评估体系等方面提出更高的要求。
为了加深您对于小学英语教学方法的写作认知，下面作者给大家整理了4篇对于小学英语教学的教学方法，欢迎您的阅读与参考。
小学英语课堂教学方法篇一1、游戏教学法：用游戏形式复习单词、句型，练习新语言点，使学生寓学于乐，在活泼、轻忪、愉快的气氛中自然而然地获得英语知识与技能。
游戏要求简短易行，有趣味，而且要与本课教学内容紧密相关。
2、情景教学法：情景是教师创设或模拟的生活场景，应具有真实、生动、实用的特点，便于学生将所学语言材料进行综合、创造性地进行表达交流。
这种练习方法，有接近生活的交际功能，而且能变单调、机械的句型操练为活泼、生动的交际性练习。
3、动作教学法：在低年级英语教学中，用具体形象的手势、动作来辅助英语学习，激发学生学习兴趣，提高学习效果。
4、活动教学法：就是按照学生身心发展过程中的不同阶段来设计、布置情境，提供材料，让学生积极参与自由操作、观察思考。
通过活动让学生自己认识事物、发现问题，得出答案，发掘学生潜能。
5、三位一体教学法：是根据字母、音素、音标三者的内在联系业务和交叉关系将三者融为一体进行教学的方法。
6、自然法：这种方法允许学生根据自己对已学知识的熟练程度来参加活动。
7、全身反应法：调动学生的感觉器官，让学生通过全身各个部位的不同动作达到记忆的目的。
8、合作学习法：让学生通过参加Pair work和group work活动，给学生练习语言并互相学习的条件和机会。
小学英语课堂教学方法篇二1、小学英语课堂学习的现状我校有些学生在课堂上难以约束自己的行为和克服自己的习惯，课堂学习效率低下，通常上课几分钟之后才能安静，用心听课只能坚持几分钟或十多分钟，就自觉或不自觉的中断，注意力不能集中，经常课堂走神。
另外，大部分学生除了完成教师布置的学习任务外，很少有学生根据自己的实际情况规划自己的英语学习任务。
《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Unit1
3. Foreign Language Teaching Methodology
外语教学法 茹克叶·穆罕默德主编， 知识产权出版社，2012. 3 4. Harmer，J. How to teach English 怎样教英语 外语教学与研究出版社, 2000. 8 5. 胡春洞，《英语教学法》，高等教育出版社， 1990.
Natural Approach
• The Natural Approach emphasizes natural communication rather than formal grammar study and is tolerant of learners’errors. The core of the Natural Approch is language acquisition which is considered a subconscious process, dependent on two factors: the amount of comprehensible input the students get and the amount of input the students “allow in”.
在个体的认知发展上他将学习者现有能力和未来能学得能力之间的差距称为最近发展区zoneofproximaltdevelopmentzpd这也就是学习者已有能力与潜在能力之间的距离
A Course in English Language Teaching
Duration : two semesters This Semester : 16 weeks
• Functional view: not only a linguistic system, but also a means for doing things; such functional activities—greeting, expressing thanks, making invitations
中学英语教学法 单元1
Three different views of language
The structural view, The functional view, The interactional view
The structural view
The structural view sees language as a linguistic system.
The system of language = the system of sounds + the system of words + the system of grammar
The structural view
System of
Language
Sounds
Words
3 sub-systems
1.1 How do we learn language? Task 1 on pp. 1-2
1. How many foreign languages can you speak? 2. Did you find learning a foreign language easy? 3. What difficulties did you experience? Why? 4. Which skill did you find more difficult to learn? 5. Did you focus on knowledge or skills? Why? 6. Why did you learn the foreign language(s)? 7. Did you find it interesting to learn the foreign
Task 2 (p. 2) What is language?
王蔷 英语教学法教程 第二版 Unit1
第1章Language and language learning一、Views on language1. Structural view sees language as a linguistic system made up of various subsystems: phonology, morphology and syntax etc. Each language has a finite number of such structural items. To learn a language means to learn these structural items so as to be able to understand and produce language.2. Functional view sees language as a linguistic system as well as a means for doing things. Most of our day-to-day language use involves functional activities: offering, suggesting, advising, apologizing, etc. Therefore, learners learn a language in order to do things with it. To perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions.3. Interactional view refers to language is a communicative tool to build up and maintain social relations between people. Therefore, learners not only need to know the grammar and vocabulary of the language, but also need to know the rules for using them in a whole range of communicative contexts.二、Views on language learning 两个方向，四个理论Two broad learning theories:Process-oriented theories are concerned with how the mind organises new information, such as habit formation, induction, making inference, hypothesis testing and generalization.Condition-oriented theories emphasise the nature of the human and physical context in which language learning takes place, such as the number of students, and the learning atmosphere.1. Behaviourist theorySkinner suggested that language is a form of behavior. It is based on a stimulus-response theory of psychology. It can be learned the same way as an animal is trained to respond to stimuli. This theory of learning is referred to as behaviourism.One influential result is the audio-lingual method, which involves the “listen and repeat” drilling activities. The idea of this method is that language is learned by constant repetition and the reinforcement of the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised.2. Cognitive theoryAccording to Chomsky, language is not a form of behavior, it is an intricate rule-based system and a large part of language acquisition is the learning of this system. There are a finite number of grammatical rules in the system and with a knowledge of these rules an infinite number of sentences can be produced. A language learner acquires language competence which enables him to produce language.One influential idea of this theory is that students should be allowed to create their own sentences based on their understanding of certain rules.3. Constructivist theoryThe constructivist theory believes that learning is a process in which the learner constructs meaning based on his own experiences and what he already knows. And education is used to develop the mind, not just to rote recall what is learned.Therefore, teachers must balance an understanding of the habits, characteristics as well as personalities of individual learners with an understanding of the means of arousing learners’ interests and curiosity for learning.4. Socio-constructivist theorySimilar to constructivist theory, it emphasizes interaction and engagement with the target language in a social context based on the concept of “Zone of Proximal Development” and scaffolding.In other words, learning is best achieved through the dynamic interaction between the teacher and the learner and between learners.三、What makes a good language teacher?There are a variety of elements that contribute to the qualities of a good language teacher. These elements can be classified into three parts: ethic devotion, professional qualities and personal styles四、How can one become a good language teacher?Professional competence is the state or quality of being adequately qualified for the profession, and armed with a specific range of knowledge, skills, strategies and ability. To develop professional competence, we can use the “reflective model” by Wallace.We can see the development of professional competence for a language teacher involves Stage 1, Stage 2, and Goal.1. The first stage is language development. All English teachers are supposed to have a sound command of English. Language is always changing, so language development can never come to an end.2. The second stage seems to be more complicated because it involves three sub-stages: learning, practice, and reflection.①The learning stage is actually the specific preparation that a language teacher should make before they go to practice. This preparation can be learn from others’ experiences, learn the received knowledge and learn from one’s own experiences.②The learning stage is followed by practice. The term “practice” can be used in two senses: In one sense, it is a short period of time assigned to do teaching practice as part of one’s pre-service education, usually under the supervision of instructors. This practice is also called pseudo practice. The other sense of “practice” is the real work that a teacher undertakes after he finishes formal education.③Teachers benefit from practice if they keep on reflecting on what they have been doing. Teachers reflect on their work not only after they finish a certain period of practice, but also while they are doing the practice.3. Professional competence as an ultimate goal does not seem to have an end. Actually professional competence is a moving target or horizon, towards which professionals travel all their professional life but which is never finally attained.Therefore, a language teacher must keep on learning, practicing, and reflecting.。
初中英语的教学方法优秀5篇
初中英语的教学方法优秀5篇.1听说领先，形音结合篇一词汇教学一定要贯彻听说领先的原则，即教师在教单词时，先让学生听、辨音，教师所展示的不是课本里的文字，而是每个词是由几个音素、音节构成，重音在什么地方，这样才能从听的意义上掌握词汇。
（1）学习字母表就结合字母音和单词中相同读音进行拼读训练。
学习字母i时，可列出like bike mike，让学生拼读。
（2）学生在读完一个单词之后，可将辅音变换进行替换练习，如将like中的l替换成b，h，m，n，p，r，s，t，以培养学生的拼读能力。
（3）采用类推方式。
如学生已学过far，在学习farm，lark，hard这些，先让学生复习far，后让学生尝试读farm，lark，hard这些词。
（4）利用构词法进行词汇教学。
英语中的很多词汇是借助构词法变化的。
教师引导学生学会用构词法知识来辨认和记忆英语单词。
培养自主学习能力的方法篇二3.1.加强听说读写训练，培养学生能力，对学生进行听说读写训练，培养他们获得英语基础知识和初步运用英语进行交际的能力是英语教学的横心和最终目的。
任何一种语言都是在交际中体现其功能的，培养学生的交际能力离不开基础知识，而交际能力的培养是以听说读写等语言能力为依托的，掌握必要的语言知识则是获得语言能力的先决条件。
教师在教学过程中，首先，采取行之有效的方法向学生传授语言基础知识，注意形成一定的知识系统和熟练技巧，将语言知识形象化、交际化地呈现给学生，通过交际让学生理解。
其次，从多方面培养学生的语言技能，创设语言情景，有计划，有目的地对学生进行听说读写训练，使学生树立信心，消除对英语学习的陌生感和恐惧感，积极地投身到教学活动中去，将知识转变为能力。
第三，多为学生创造运用语言的机会。
如值日生报告、师生会话、分组结对会话、利用课文内容进行问答、开展第二课堂活动等，让学生在实践中提高运用语言的能力。
3.2.培养良好的学习习惯，在英语学习初期培养学生养成良好的学习习惯具有重要的意义，对英语的自主学习有很大的促进作用。
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内蒙古广播电视大学2010-2011学年度第二学期《英语教学法》期末试题注 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。
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，并按题目要求和答题示例答题。
答案一定要写在答题纸的指定位置上，写在试卷上的答案无效。
三、用蓝、黑圆珠笔或钢笔答题，使用铅笔答题无效。
Directions: In this part, you are given ten questions which are followed by 4 choices marked A, B, C and D. Read the choices carefully and choose the one that can best answer the question.1. Which of the following is characteristic of children in learning a foreign language?A. They pay more attention to meaning than to form.B. They have a clear purpose in learning a foreign language.C. They can monitor their own learning.D. They can concentrate for a long time in class.2. Which of the following is focused on writing?A. Labeling pictures according to their contents.B. Sequencing the pictures according to the story.C. Matching the pictures with the headings.D. Commenting on the pictures.3. Which of the following activities helps train logical thinking best*.A. Story telling.B. Finding patterns.C. Interviewing.D. Mind mapping.4. Which of the following should we examine if we want to assess the students' intrapersonal intelligence?A. Performance in a discussion.B. Posters.C. Learning diaries.D. Performance in an interview.5. What does the following practise?I want you to send ^ it out in ^ a minute.I have collected a ^ lot^ of monkey stamps.A. Stress.B. Intonation.C. Pronunciation.D. Liaison.6. Which of the following can help to presentA. Realia.B. Miming.C. Examples.D. Pictures.7. What strategy does "creating a situation for students to use the words" help to train?A. Association.B. Association.C. Contextualization.D. Collocation.密 封 线 内 不 要 写 参 考 内 容8. Which of the following activities can be used at the practice stageof vocabulary instruction?A. Completion exercises.B. Reading to discover the meaning of words.C. Cross-word puzzles.D. Teacher explaining the usage of words.9. Which of the following is a communication activity?A. Bingo.B. Information transfer.C. Substitution.D. Twenty questions.10. Which of the following can train oral proficiency?A. Flow chart dialogue.B. Distant dictation.C. Sequencing pictures.D. Labeling pictures.11. Which of the following activities help to train reading?A. Drawing according to oral instructions.B. Designing praising cards.C. Commenting on pictures,D. Matching the pictures with different stories.12. Which of the following seating arrngements is most suitable for group discussion? 13. What is the teacher doing by saying "Now you are going to do this in pairs. "?A. Setting up tasks.B. Controlling discipline.C. Demonstrating.D. Getting feedback.14. Which of the following activities is most suitable for whole-class work?A. Presenting new language.B. Role-play.C. Information gap.D. Writing summaries.15. Which of the following belongs to physical factors that affect the designing ofa lesson plan?A. Students' needs.B. Students' background.C. Student language proficiency.D. Syllabus requirements.Directions: In this part, you are given five questions, Each question is followed by two columns of options. You are to match the options on the left marked 1), 2), 3), 4) with relevant options on the right marked A, B, C and D, and write the answers on the answer sheet. Make sure each option can only match with one another.1. Match the learning styles on the left with the type of activities on the right.1) Group learners. A. Cutting paper.2) Individual learners. B. Watching videos.3) Visual learners. C. Discussing weekend plans.4) Tactile learners. D. Doing reading practice.密封线内不要写参考内容2. Match the teacher's actions on both sides.1) S: I seed a film yesterday. A. Helping the student to correct hisT: Mum? own mistakes.2) S: I seed a film yesterday. B. Giving hints that there are mistakesT: You SEED a film yesterday? in his speech.3) S: I seed a film yesterday. C. Encouraging others to correct theT: You should say "saw", not mistake."seed".4) S: I seed a film yesterday. D. Correcting the student's mistakesT: What did Tom do? Anyone, who directly.can tell us?3. Match the activities on the left with the focus of instruction on the right.1) Complete the sentences according to the pictures. A. Listening.2) Put the sentences in the correct order according to B. Speaking.the pictures.3) Decide on the right pictures according to the C. Reading.recording.4) Discuss hobbies according to the pictures. D. Writing.4. Match the activities with the relevant classroom arrangement.1) Chain retelling of a story. A. Whole class work.2) Flow-chat dialogue. B. Individual work.3) Forming a basketball team. C. Pair work.4) Sentence completion D. Group work.5. Match the questions with the items they assess.1) What problems do you still have? A. Language performance.2) How well did you prepare before class? B. Progress.3) How well did you work in your group C. Classroom participation.work?4) Flow well did you do in the vocabulary quiz? D. Self-regulation.Directions: In this part, you are given ten questions which are followed by 4 choices marked A, B, C and D. Read the choices carefully and choose the one(s) you think suitable. Yon may have more than one answer to each question.1. Which of the following roles do the primary school teachers play?A. A helper.B. A motivator.C. A friend.D. An organizer.2. Which of the following are/is characteristic of children?A. Not afraid of making mistakes.B. Analytical in learning.C. More instrumentally motivated.D. Good at generalizing.3. Which of the following explain(s) how children acquire their first language?A. By experimenting with the language.密 封 线 内 不 要 写 参 考 内 容B. By interacting with people around them.C. By mimicking.D. By attending lessons.4. Which of the following features the learning of a foreign language?A. Natural learning context.B. Structured input.C. Conscious learning.D. Little error correction.5. Which of the following give(s) the right explanation of Chinese and Englishphonetic systems?A. English differentiates stressed syllables and unstressed syllables, and sodoes Chinese.B. Both English and Chinese have many vowels.C. Both English and Chinese have a lot of combined consonants.D. English words often have two or more syllables, but Chinese characters have only one.Directions: In this part there are five questions about English Teaching Methodology. Write your answers in brief. You will be assessed in the points you present and the way you present them. 1. What advantages do projects have in English instruction? How can we make better use of them? 2. If some students withdraw from classroom activities with stories, what might be the reasons? 3. Why can't testing fulfill the task of assessment? 4. If some students are not directing their attention to the lesson, what mightbe the reasons? What will you do to get the children's attention? Directions: In this part, you are to design a 10-minute speaking activity according to the material given. The activity should be based on the following dialogue and make use of the pictures given. Make sure yon include all the items of an activity described in the textbook objective, organization, assumed time, procedure, predicted problems and solutions). You can 'rife your design of the activity according to the table given. Make sure you give the assumed me for each step. Tom: Do you miss China? Darning: Sometimes. Tom: Do you want to go to China with me? Darning: Chinatown? But this is America. Tom: There is a Chinatown in New York! There are a lot of Chinese shops and restaurants there. Darning: Really? Tom: Yes, and there's Chinese dancing.Darning: Let's go to Chinatown now. Objective(s) Classroom organization Predicted problem(s) Solution(s) Procedure 1) 2) 3)密 封 线 内 不 要 写 参 考 内 容。