王蔷《英语教学法教程》课后习题详解(教案设计与书写)【圣才出品】

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王蔷《英语教学法教程》笔记和课后习题(含考研真题)详解(交际教学原则与任务型语言教学)【圣才出品】

第2章交际教学原则与任务型语言教学2.1 复习笔记本章要点：1. Language use in real life vs. traditional pedagogy语言在日常生活中的使用与传统教学法2. The differences between language used in real life and language taught in the classroom日常生活语言与课堂语言的不同3. Definition of communicative competence and its five components交际能力的定义和它的五个组成部分4. Principles of Communicative Language Teaching交际语言教学的原则5. CLT and the teaching of language skills交际语言教学与语言能力教学6. Main features of communicative activities交际活动的主要特点7. T ask-based Language Teaching任务型语言教学8. Four components of a task任务的四个部分9. PPP and T ask-based Language Teaching介绍，练习和产出与任务型语言教学10. The steps to design tasks设计任务的步骤11. Appropriateness of CLT and TBLT in the Chinese context交际语言教学的恰当性和中文环境的任务型语言教学本章考点：语言在日常生活中的使用与传统教学法；日常生活语言与课堂语言的不同；交际能力的定义和它的五个组成部分；交际语言教学的原则；交际语言教学与语言能力教学；交际活动的主要特点；任务型语言教学；任务的四个部分；介绍，练习和产出与任务型语言教学的不同；设计任务的步骤；交际语言教学的恰当性和中文环境的任务型语言教学。

王蔷《英语教学法教程》笔记和课后习题(含考研真题)详解-第4~6章【圣才出品】

第4章教案设计与书写4.1 复习笔记本章要点：1. The significance of lesson planning课程计划的重要性2. Principles for good lesson planning做好课程计划的准则3. Macro planning vs. micro planning宏观计划和微观计划4. Components of a lesson plan课程计划的构成因素5. Sample lesson plans课程计划的样本本章考点：课程计划的重要性；做好课程计划的准则；宏观计划和微观计划；课程计划的构成因素；课程计划的样本。

本章内容索引：Ⅰ. The significance of lesson planning1. Definition of lesson planning2.The necessity of lesson planning for teachers3. Benefits of lesson planningⅡ. Principles for good lesson planningⅢ. Macro planning vs. micro planning1. Two levels of lesson planning2. The advantage of a concrete teaching planⅣ. Components of a lesson plan1. Background information2. T eaching aims3. Language contents and skills4. Stages and procedures5. T eaching aids6. End of lesson summary7. Optional activities and assignments8. After lesson reflectionⅤ. Sample lesson plansⅥ. ConclusionⅠ. The significance of lesson planning（课程计划的重要意义）1. Definition of lesson planning课程计划的定义Lesson planning means making decisions in advance about what techniques,activities and materials will be used in the class.课程计划就是提前决定在课堂上使用什么技巧、材料、进行什么活动。

王蔷《英语教学法教程》课后习题详解(交际教学原则与任务型语言教学)【圣才出品】

第2章交际教学原则与任务型语言教学TASK 1Work in groups and brainstorm any differences between language used in real life and language learned in the classroom under the traditional teaching pedagogy. You may reflect on your own learning experiences when you were a middle school student.Key: 1) In real life, language is used to perform certain communicative functions, while in a traditional language classroom, the teaching focus is often on forms rather than functions.2) English teaching tends to focus on one or two language skills and ignore the others. In real life, we use all skills, including receptive skills such as listening and reading, and productive skills such as speaking and writing.3) In reality language is always used in a certain context, but traditional English teaching tends to isolate language from its context.Generally speaking, we often use casual, words in real life, but in classrooms more formal expressions are taught.TASK 2Work in pairs. Think about at least three situations where we are likely to hear the question: “Why don’t you clos e the door?” Discuss how many functions it may have, e. g., a real question, a complaint, or something else. What implications can you draw from this regarding language teaching?Key: Situation 1: One of the speaker’s friends always leaves the door open when he comes into the room. The speaker wants to know the reason so he says this to his friend. (It is a real question.)Situation 2: The husband always leaves the bathroom door open after he uses it. The wife is saying this to her husband. (It is a complaint.)Situation 3: With permission, the student enters the language teacher’s office for conference on writing. Before the talk, the language teacher says this to the student. (It’s a suggestion.)TASK 3Suppose you want to make a suggestion to somebody. How many different ways are there to express this intention? Write down as many ways as you can think of in the box below. Then share what you have written with a partner. Then discuss in what situations you would use each of them?Key: 1. You should buy a black overcoat.2. Have you thought about buying a black overcoat?3. I think you should buy a black overcoat.4. Don’t you think it’s a good idea to buy a black overcoat?5. You’d better buy a black overcoat.6. Why don’t you buy a black overcoat?7. I suggest that you buy a black overcoat.8. If I were you, I would buy a black overcoat.TASK 4Look at the sentences in the box below. They are all in present continuous tense. What is clear is that not all of them describe something that is happening at the moment of speaking. Its meaning depends on the context where it is said. Discuss the possible meaning and function each may have and share your views in a group. What implications can you draw from this for teaching the present continuous tense?Key: The present continuous tense can be used to express something that will happen in a very short time. For example, if you hear ‘Flight CA is now landing’at airport, it means the flight is about to land. So you may start to take out your luggage and prepare to land. Likewise, ‘the train is leaving in ten minutes’doesn’t mean the train is leaving now, but means that the train will leave in ten minutes. Moreover, the present continuous tense may imply a feeling such as complaint, hate or praise, and it also can be used to describe something happening recently. For example, when you hear ‘She is always complaining whenever you talk to her’, you should not think she is complaining or about to complain. On the contrary, she may have just complained and people say this to express disapproval and disdain. Similarly, when you hear ‘He is making progress slowly’, it means that people are praising him because he is progressing every now and then. The present continuous tense here is also used to suggest a process.TASK 5Having considered the components of communicative competence, we now move to discuss its implications for teaching and learning in the language classroom. Work in groups of 4. Discuss the implication of each component of communicative competence to language teaching and learning. Write in the space provided below. Then join another group to share your views.Key:(Adapted from Hedge, 2000:56)TASK 6Use the table below and reflect on your own English learning experiences. What skills have you practicsed most? What skills have been neglected? What are your strong and weak skills? When you are ready, go into groups and pool your。

王蔷《英语教学法教程》课后习题详解(语言教学中的德育教育)【圣才出品】

第14章语言教学中的德育教育TASK 1Look at the list again. Are there any other moral values that you would add to the list? Are there any items on the list that you do not consider to be an important moral value?Traditionally, English textbooks have many examples of moral messages of different kinds. For example, in 1960, students were encouraged to have a healthy life and to have positive attitudes towards school.We come to school early in the morning. At half past seven we go to the playground and do our morning exercises. We are strong and active.At eight o’clock the bell rings. The class begins. We all keep quiet and listen to our teacher.We have four lessons in the morning. We usually have Chinese, English, mathematics and other subjects.After lunch we have a rest. We play on the playground or read newspapers in the reading room. In the afternoon we usually have two lessons. Sometimes we have sports. All of us like sports. We like pingpong, basketball or other games...After school we go home. Our school life is very happy. We love our school very much.Key: Besides healthy life and positive attitudes towards school, there are othermoral values in this article: self-control; regular life attitude; obeying school regulations; Good work attitude.The items in the list are all important moral values.TASK 2Look at these passages from textbooks. What moral messages do you think they are promoting?Text 1Once a member of Lei Feng’s squad received a letter from his sick father which surprised him greatly. “I received your 10 yuan,” the father wrote his son. “I am now much better. I hope you will do your best in the army and not worry about me...” It was Lei Feng who, hearing that the sick man was in need of money, had sent him the money in his son’s name.(Taken from English Book 6, 1966:19)Text 2Fill in the blanks.In many countries, people (1) ________ respect elderly and disabled people. There are many different ways to show respect to older people. For example, most people speak more formally when they talk to elderly people. Younger people (2) ________ respect their knowledge of life and the world. People also respect disabled people. All public buildings (3) ________ provide special facilities for people in wheelchairs. These include parking spaces, entrances, and elevators. If someone issitting on a bus or a subway, he (4) ________ give up his seat for a disabled person.(Taken from Junior English, (2005) Book 14, 2004:5)Text 3Two of my best friends are Eric and Danny. I like both of them a lot. They have very different personalities. In fact, they are complete opposites! For example, Eric is very hardworking and patient. He always does his homework. He is quite serious and he doesn’t laugh a lot. He is very careful with his things. His room is always very clean and tidy. Danny, on the other hand, is very ________ and impatient. He hates doing his homework. He’s always telling jokes. He’s a very ________ boy. Danny is very ________ with his things and, as you can imagine, his bedroom is very ________!(Taken from Junior English (2005) Book 13, 2005:62) Key: In text 1, moral messages: filial piety to the parents; kindness; helpness; reliability; considerateness; do good deeds but not request retribution.Text 2, moral messages: respecting elderly and disabled people;Text 3, moral messages: hardworking; patient; good work attitude; clean and tidy; positive life attitude.TASK 3The following are two pieces of teaching materials from a junior and a senior middle school textbook. Read through them first and then work in pairs and discuss how you can use the materials to teach moral values. Design an activity withdetailed teaching procedures for each text and share them with the class. You may choose from the suggested activities from the above list or design your own.（Omitted）TASK 4Think about the following issues. How could you handle the moral aspects in an English lesson?1) Family break-up2) Dating3) Cheating in exams4) Not listening attentively to others during presentations5) Crisis between friends over trivial things6) A disabled student7) Attitudes towards study and work8) Bullying9) War10) Children’s rightsKey: 1) Family break-up, ask students to write an essay to express their opinions and pay attention to their feelings2) Dating, hold a debate on this issue3) Cheating in exams: spontaneous reflection, hold a short discussion.4) Not listening attentively to others during presentations: spontaneousreflection, hold a short discussion.5) Crisis between friends over trivial things: case studies for problem solving; ask how the students would handle the problem.6) A disabled student: philosophy circle, discuss together.7) Attitudes towards study and work: essays, write an essay to express their opinions and feelings.8) Bullying: essays, write an essay to express their opinions and feelings.9) War: essays, write an essay to express their opinions and feelings.10) Children’s rights: essays, write an essay to express their opinions and feelings.TASK 5Think about a school you know well. What is the current provision of moral education in the school? Are there any suggestions that you could make to improve it? How could English language teaching make a contribution?Key: English lessons can provide excellent opportunities for a focus on moral values, because a large amount of teaching and learning involves reading passages and oral discussions —and there is a lot of scope for teachers (and textbook writers) to select materials with strong moral content. In fact, moral learning has always been stressed in all the syllabuses of English in the past 25 years and this is again strongly suggested in the Guidelines on Curriculum Reform of Basic Education (2001) in which it states that basic education should aim for better development ofstudents, not only in knowledge, skills and abilities but also in values, attitudes, and emotions.。

王蔷《英语教学法教程》课后习题详解(教学评价)【圣才出品】

第15章教学评价TASK 1What is assessment? The following is a list of understanding given by different teachers about assessment. Tick the ones that are closest to your understanding. Then compare and discuss them with a partner.( ) It’s to do with testing.( ) Finding out how good you are at something.( ) I use it to keep a check on my learners, by spelling tests, small quizzes and things like that.( ) It is an on-going process which focuses on the whole life of our school. Finding out if we are being effective.( ) I feel as though it’s a big stick hanging over our heads, teacher evaluation and all that.( ) Finding out strengths and weaknesses of our students and ourselves.( ) I use tests in my classroom. I also use quizzes—as a way of keeping a check on the students’ learning. I also mark their work, sometimes with a grade but usually a comment.( ) It is to do with record-keeping, collecting information about how well the students are doing.( ) I think it has something to do with evaluation?(Adapted from Conner, 1991:2) Key: ( ) It’s to do with testing.( ) Finding out how good you are at something.( ) I use it to keep a check on my learners, by spelling tests, small quizzes and things like that.( ) It is an on-going process which focuses on the whole life of our school. Finding out if we are being effective.( ) I feel as though it’s a big stick hanging over our heads, teacher evaluation and all that.( √) Finding out strengths and weaknesses of our students and ourselves.( ) I use tests in my classroom. I also use quizzes—as a way of keeping a check on the students’ learning. I also mark their work, sometimes with a grade but usually a comment.( √) It is to do with record-keeping, collecting information about how well the students are doing.( ) I think it has something to do with evaluation?TASK 2Read the definitions again and draw your own diagram to demonstrate your own understanding of the three terms and their relationships. Does the diagram you created help you, to some degree, understand the relations among the three terms? Explain to each other how testing is related to assessment and assessmentto evaluation.Key:TASK 3What do you think are the purposes of assessment? The chart below has twelve possible purposes of assessment. Do you agree with them? If yes, choose six items that you think are the most important purposes of assessment. Then add one or two assessment purposes that you think apply to ELT classroom.Key:TASK 4According to what you have understood from the above discussions, complete the following table and then discuss it with a partner.Key:TASK 5Work in pairs and answer the following question: Besides testing, what are the other methods that can be used to gather information about the knowledge and performance of language learners? Please give examples if possible. When you are ready, join another pair and compare your ideas.Key: Teacher’s observations, continuous assessment, students’self-assessment, project work, and portfolios.TASK 6Suppose you have been teaching a Senior 1 class for a year. Now you are given the chance to assess the students’ overall language achievement in whatever methods you like. How would you do it? Write out your steps and reasons for doing so.Key:TASK 7What are the possible advantages and disadvantages of different assessments based on different criteria? Discuss the question in groups of 4 and note down your ideas in the chart below.。

王蔷《英语教学法教程》课后习题详解(教材的评价与使用)【圣才出品】

第18章教材的评价与使用TASK 1What do you think are the advantages and disadvantages of using a textbook? Work in groups and make a list in the space provided below. When you are ready, share your opinions with the class.AdvantagesDisadvantagesKey:·The arguments for using a textbook are:·a textbook is a framework which regulates and times the programs;·in the eyes of learners, no textbook means no purpose;·without a textbook, learners think their learning is not taken seriously;·in many situations, a textbook can serve as a syllabus;·a textbook provides ready-made teaching texts and learning tasks;·a textbook is a cheap way of providing learning materials;·a learner without a textbook is out of focus and teacher-dependent, and perhaps most important of all;·for novice teachers a textbook means security, guidance, and support.·The counter-arguments are:·if every group of students has different needs, no one textbook can be aresponse to all differing needs;·topics in a textbook may not be relevant for and interesting to all;·a textbook is confining, i.e., it inhibits teachers’ creativity;·a textbook of necessity sets prearranged sequence and structure that may not be realistic and situation-friendly;·textbooks have their own rationale, and as such they cannot by their nature cater for a variety of levels, every type of learning styles, and every category of learning strategies that often exist in the class, and most important of all, perhaps;·teachers may find themselves as mediators with no free hand and slave, in fact, to others’ judgments about what is good and what is not.(Based on Ur, 1996:184 - 185)TASK 2Think about your English learning experience and make a list of the materials you used. Try to be as specific as possible. Then based on the list, answer these questions: Did you particularly like or dislike any of them? Why? Were the titles on your list widely used then? Are they still being used now? When you are ready, go into groups and pool your lists.Key: Project English, Go For It and so on. They are good textbooks, attracting the students’ curiosity, interest and attention. They are widely used and stillbeing used now.TASK 3Work in groups. Take a textbook that you can find or you are familiar with. Do an on-the-page evaluation, following the procedures of external and internal evaluation introduced above and then decide on the suitability of the textbook for the intended learners. Write an evaluation report about the book. When writing up your evaluation, don’t forget to take into account the features of a good textbook presented above. When you are ready, give a presentation to the whole class.Key: On-the-page evaluation is carried out independent of its users or before it gets into the classroom; there can be two steps.External evaluation involves looking at the claims made by the authors; the intended audience; the proficient level; the context in which the materials are to be used; and how the language has been presented and organized into teachable units/lessons. Then we look through the table of contents and other details in the textbook to see if they reflect what the authors claim. The internal evaluation intends to investigate the suitability.TASK 4Choose a textbook which is used in primary or secondary schools or perhapscolleges in the place where you are studying. Apply Grant’s questionnaires and make detailed evaluation of the textbook. Discuss the two different ways you have experienced in evaluating textbooks and compare the advantages and disadvantages.Key: Grant designed a three-part questionnaire to help teachers examine to what extent a textbook suits the students, the teacher and the syllabus and examination.TASK 5Work in groups of 4 and think of possible reasons for adapting a textbook. Also think about ways of adapting them. After you finish, join the class to make a list.Key: As teachers, we do need good reasons for making adaptations. McDonough and Shaw (2003:77) give the following list of reasons for adaptations.· Not enough grammar coverage in general;· Not enough practice of grammar points that are of particular difficulty to the learners;· The communicative focus means that grammar is presented unsystematically;· Reading passages contain too much unknown vocabulary;·Comprehension questions are too easy, because the answers can be listed directly from the text with no real understanding;· Listening passages are inauthentic, because they sound too much like written material being read out;· Not enough guidance on pronunciation;· Subject matter inappropriate for learners of this age and intellectual level;· Photographs and other illustrative materials not culturally acceptable;· No guidance for teachers on handling group work and role play activities with a large class;· Dialogues too formal and not representative of everyday speech;· Audio materials difficult to use because of problems to do with room size and technical equipment;· Too much or too little variety in the activities;· Vocabulary list and a key to the exercises would be helpful;· Accompanying tests needed.TASK 6Choose a textbook that you are familiar with. Imagine you are going to use the book with a class of students in your locality. Describe your teaching context and your students in order to justify for the adaptations of a unit in the textbook. Makenecessary adaptations and share it with others in the class.Key: A point worth remembering is that adaptation of materials does not necessarily imply that the textbook is defective. Adaptation is needed simply to make the materials more tailored to the needs of the learners or the particular teaching context.。

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。

王蔷《英语教学法教程》笔记和课后习题（含考研真题）详解-第11~13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11~13章【圣才出品】第11章阅读教学11.1 复习笔记本章要点：1. Reading aloud and silent reading朗读和默读2. Features of effective readers有效率的读者的特征3. Strategies involved in reading comprehension 阅读理解策略4. Two broad levels in reading两种阅读⽔平5. The role of vocabulary in reading词汇在阅读中的作⽤6. Sight vocabulary视觉词汇7. Three models of teaching reading三种阅读教学模式8. Three stages involved in T eaching Reading阅读教学的三个阶段9. Pre-reading activities读前活动10. While-reading activities读中活动11. Purposes of transition device转换⼿法的⽬的12. The classification of Reading comprehension questions阅读理解题的分类13. Types of post-reading activities读后活动类型本章考点：朗读和默读；有效率的读者的特征；阅读理解策略；两种阅读⽔平；词汇在阅读中的作⽤；视觉词汇；三种阅读教学模式；阅读教学的三个阶段；读前活动；读中活动；转换⼿法的⽬的；阅读理解题的分类；读后活动类型。

本章内容索引：Ⅰ. Reflecting on your own reading experiencesⅡ. The way of reading1. Reading aloud and silent reading2. Features of effective readersⅢ. The content of readingⅣ. Strategies involved in reading comprehension1. Definition of reading2. Two broad levels in readingⅤ. The role of vocabulary in reading1. The importance of vocabulary2. Sight vocabularyⅥ. Principles and models for teaching reading1. Three models of teaching reading2. Three stages involved in teaching reading Ⅶ. Pre-reading activities1. Definition of pre-reading activities2. Predicting3. Setting the scene4. Skimming5. Scanning6. Summary on pre-reading activitiesⅧ. Whi le-reading activities1. Information transfer2. Purposes of transition device3. Reading comprehension questions4. Understanding references5. Making inferences6. Summary on while-reading activitiesⅨ. Post-reading activities1. Objectives2. Requirements3. Types of post-reading activitiesⅩ. ConclusionⅠ. Reflecting on your own reading experiences （反思⾃⼰的阅读经验）All of us began reading in our first language at a very early age and we all have experiences of being influenced by certain authors or particular books.我们在很⼩的时候开始⽤母语阅读了，我们都受到某些作者或书籍的影响。

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。

王蔷《英语教学法教程》笔记和课后习题（含考研真题）详解（学习者个体差异与学习策略培养）【圣才】

王蔷《英语教学法教程》笔记和课后习题（含考研真题）详解（学习者个体差异与学习策略培养）【圣才】第16章学习者个体差异与学习策略培养16.1 复习笔记本章要点：1. Understanding learner differences了解学习者的个体差异2. Eight different types of learners⼋种不同类型的学习者3. Multiple intelligence多元智能4. Learner training in language teaching语⾔教学中学习策略的培养5. Three areas for preparing learners to become autonomous 从三个⽅⾯让学习者成为⾃主学习者6. Two stages for learner training学习策略培养的两个阶段7. Some ideas adapted in learner training培养学习策略的⽅法本章考点：了解学习者的个体差异；⼋种不同类型的学习者；多元智能；语⾔教学中学习策略的培养；从三个⽅⾯让学习者成为⾃主学习者；学习策略培养的两个阶段；培养学习策略的⽅法。

本章内容索引：Ⅰ. Understanding learner differences1. Eight different types of learners2. Multiple intelligenceⅡ. Learner training in language teaching1. An understanding of learner training2. Three areas for preparing learners to become autonomous3. Two stages for learner training4. Some ideas adapted in learner trainingⅢ. ConclusionⅠ. Understanding learner differences（了解学习者的个体差异）【考点：学习者的个体差异；⼋种不同类型的学习者；多元智能】People learn in different ways. Some people learn better from seeing things and using diagrams while other people enjoy reading and writing more than seeing movies or watching television. Different people have different learning styles.⼈们的学习⽅式不同，⼀些⼈通过观察事物和图表获得更好的学习体验，⽽其他⼈⽐起看电影或电视则更喜欢阅读、写作。

王蔷《英语教学法教程》课后习题详解(国家英语课程标准)【圣才出品】

第3章国家英语课程标准TASK 1The following are the six designing principles for the National English Curriculum for Nine-year Compulsory Education. Match each heading from the left column with the elaborations on the right.《九年义务教育英语课程标准》课程理念(一)面向全体学生，注重素质教育英语课程要面向全体学生，注重素质教育。

课程特别强调要关注每个学生的情感态度和他们的学习需求，激发他们学习英语的兴趣，帮助他们建立学习的成就感和自信心，使他们在学习过程中发展综合语言运用能力，提高人文素养，增强实践能力，培养创新精神。

(二)突出学生主体，尊重个体差异学生的发展是英语课程的出发点和归宿。

英语课程在教学目标、教学过程、课程评价和教学资源的开发等方面都突出以学生为主体的思想。

课程实施应成为学生在教师指导下构建知识、发展技能、活跃思维、展现个性、发展心智和拓展视野的过程。

要充分考虑学生在学习过程、学习方式等方面存在的差异。

教学方法、教学资源以及教学评价等方面做到灵活多样，使不同类型的学生都有收益。

(三)整体设计目标，体现灵活开放义务教育阶段英语课程的目标是，以学生语言技能、语言知识、情感态度、学习策略和文化意识的发展为基础，培养学生综合语言运用能力。

本《标准》以及与之相衔接的《普通高中英语课程标准》将基础教育阶段英语课程的目标设为九个级别，并以学生“能做某事”的形式来具体描述各级别的要求。

这种设计旨在体现基础教育阶段学生英语语言能力循序渐进的发展过程，保证英语课程的整体性、灵活性和开放性。

(四)强调学习过程，倡导体验参与现代外语教育理念注重语言学习的过程，提倡采用有利于学生语言能力发展的各种体现学习过程的语言教学途径和方法。

王蔷《英语教学法教程》课后习题详解-第1~9章【圣才出品】

第1章语言和语言学习TASK 1Below is a list of interview questions on how people learn a foreign language. In the first column, write down your own responses. Then interview three other students in your class and enter their responses in the other columns. Discuss your findings in groups of 4 and draw some conclusions.(Free answer.)TASK 2Work in groups of 4, brainstorm possible answers to the question: What is language? When you are ready, join another group and share your ideas.Key: Here are sample definitions of “language”found in dictionaries and linguistics books.·Language is a system of arbitrary, vocal symbols which permit all people in a given culture, or other people who have learned the system of that culture, tocommunicate or to interact. (Finocchiaro, 1964:8)·Language is any set or system of linguistic symbols as used in a more or less uniform fashion by a number of people who are thus enabled to communicate intelligibly with one another. (Random House Dictionary of the English Language 1966:806)·Language is a system of arbitrary vocal symbols used for human communication. (Wardhaugh, 1972:3)·Language is a systematic means of communicating ideas or feelings by the use of conventionalized signs, sounds, gestures, or marks having understood meanings. (Webster’s 3rd New International Dictionary of the English Language 1993:1270) ·Language is a system of communication consisting of a set of small parts and a set of rules which decide the ways in which these parts can be combined to produce messages that have meaning. (Cambridge International Dictionary of English 1995:795)•Language is a system of communication by written or spoken words, which is used by the people of a particular country or area.(Longman Dictionary of Contemporary English)•Language is the system of communication in speech and writing that is used by people of a particular country or area. (Oxford Lear ners’ Dictionary)TASK 31) What are the psycholinguistic and cognitive processes involved in languagelearning?2) What are the conditions that need to be met in order for these learning processes to be activated?Work in groups of 4. Brainstorm the answers to the two questions stated above.When you are ready, join another group and share your ideas.Key: 1) Generally speaking, psycholinguistic and cognitive process involved in language learning are concerned with how the mind organizes new information such as habit formation, induction, making inference, hypothesis, testing and generalization.2) To activate these learning process, physical environment for learning is important, including the number of students, the kind of input learners receive and the atmosphere.TASK 4Work in groups. Reflect on your own learning experiences from early school years to the university. Have you had an excellent English teacher? Try to identify as many qualities as possible of your best English teacher(s). Note down all the qualities that you think are important for a good English teacher.Key: Ethic devotion (responsible, warm-hearted, well-prepared, hard-working, etc.), professional qualities(an excellent command of English, professionally-trained) and personal styles(enthusiastic, humourous, attentive, etc. ) jointly contribute tomaking a good teacher.TASK 5Ethic devotion, professional qualities and personal styles jointly contribute to the making of a good English teacher. All the adjectives in the box below could be used to characterize these three aspects.1. Work in groups of 4 and decide which adjectives describe ethic devotion, which describe personal styles and which describe professional qualities. Please write your answers on a separate piece of paper.2. Add any adjectives to the list which describe further qualities that you feel are missing.3. These adjectives are intended to describe positive qualities or styles. Do you feel that any of them could have a negative side as well? If yes, in what way? For example, an authoritative teacher may make the students feel assured, but may also make the student less free to disagree with him/her.Key: Students’ classification will vary. Please note there is no correct or wrong answer for this task.1.2. The adjectives added are marked in italics in the table above.3. Every coin has two sides. An intuitive teacher may save himself or herselffrom the trouble of referring to books, but it may also give students the wrong impression that they can get right by constant guessing, which is unreliable because intuition is often changeable and unstable. Likewise, a humorous teacher will liven up the atmosphere in class, but students are likely to be distracted by jokes or interesting stories, so much that they care little about learning.TASK 6Work in pairs and discuss how one can become a professionally competent teacher of English. For example, we have to develop our English proficiency first and also we may need to learn from experienced teachers through observations. What else can you think of? Make a list and then pool all your ideas together to find out about your common beliefs.Key: To learn teaching theory; to practice teaching skills; to combine theoreticallearning with teaching practice; to reflect teaching experiences; to learn from one’s own experiences as a learner; to learn from colleagues; to have a needs analysis of students; to solve learning and teaching difficulties through researches; to bear in mind the idea of constant improvement.TASK 7Work in groups. Discuss possible answers to the following questions in relation to the model presented in Figure 1.1.Figure 1.1Key: 1. Stages 1 and 2 are interrelated by a double arrow line because neither of the two stages is really ever terminated. Teachers should always make a point of updating their command of English because language is always changing and they may also forget previous knowledge. This can be done while they are teaching, but very often teachers take time off to have further training in English. This is especially important for teachers who do not have enough exposure to English.2. Practice and reflection are connected by a circle because they are neither independent or separate sub-stages. Teachers do not teach one week and then reflect one week. Rather, they teach and reflect on a daily basis. Besides, practice and reflection complement each other and reciprocate each other. Reflection。

王蔷《英语教学法教程》笔记和课后习题(含考研真题)详解(国家英语课程标准)【圣才出品】

第3章国家英语课程标准3.1 复习笔记本章要点：1. Syllabus and curriculum教学大纲和课程设置2. A brief history of foreign language teaching in China中国外语教学简史3. Designing principles for the National English Curriculum国家英语课程设置原则4. Goals and objectives of English language teaching英语语言教学的目标5. Design of the National English Curriculum国家英语课程的设置6. Challenges facing English language teachers英语语言教师所面临的挑战本章考点：教学大纲和课程设置；中国外语教学简史；国家英语课程设置原则；英语语言教学的目标；英语语言教师所面临的挑战和解决办法。

本章内容索引：Ⅰ. A brief history of foreign language teaching in China1. The differences between syllabus and curriculum2. Foreign language teaching in ChinaⅡ. Designing principles for the National English CurriculumⅢ. Goals and objectives of English language teachingⅣ. Design of the National English CurriculumⅤ. Performance standards for different levels of competenceⅥ. Challenges facing English language teachersⅦ. ConclusionⅠ. A brief history of foreign language teaching in China（中国外语教学简史）1. The differences between syllabus and curriculum教学大纲和课程设置的不同A syllabus is a specification of what takes place in the classroom, which usually contains the aims and contents of teaching and sometimes contains suggestions of methodology.教学大纲具体规定了课堂教学内容，通常包括对于教学目标和教学内容，有时还包括教学方法的建议。

王蔷《英语教学法教程》配套题库【课后练习】(教案设计与书写)【圣才出品】

第4章教案设计与书写TASK 1Work in groups of 4. Brainstorm why language teachers benefit from proper lesson planning. When you finish, join another group and compare your ideas.Key: Firstly, a clear lesson plan makes the teacher aware of the aims and language contents of the lesson so that they can plan the activities and choose the techniques accordingly.Secondly, it helps teachers distinguish the various stages of a lesson and see the relationship between them so that the activities of different difficulty levels can be arranged properly and the lesson can move smoothly from one stage to another.Thirdly, proper lesson planning gives teachers the opportunity to anticipate potential problems that may arise in class so that they can be prepared with some possible solutions.Fourthly, good planning gives teachers, especially novice teachers, confidence in class. They know what they are going to do next; therefore, they can pay more attention to students’ reaction and performance in class rather than themselves.Fifthly, when planning the lesson, the teacher also becomes aware of theteaching aids that are needed for the lesson.Last but not least, planning is a good practice and a sign of professionalism.TASK 2Work in groups of four and discuss what should be included in a good lesson plan.Key: A language lesson plan usually has the following components: background information, teaching aims, language contents and skills, stages and procedures, teaching aids, assignments, and teacher’s after-lesson reflection.TASK 3Work in pairs and compare the two sets of statements, and decide which set is more suitable for the aims of the lesson and which is not. Why?Key: The right set is more suitable because they are described in a more concrete and clear way so that teachers can know whether the aim has been achieved at the end of the class.TASK 4Suppose you are going to teach the following lesson to a group of first-year junior level students. Study the contents carefully and write a few objectives for the lesson.2. What’s your telephone number?2.1 Read and complete the ID card.Mrs. Wang: Can I help you?Cathy: Yes, please. I need a student ID.Mrs. Wang: No problem. Wha t’s your l ast name?Cathy: Brown.Mrs. Wang: What’s your first name?Cathy: Cathy,Mrs. Wang: What’s your address?Cathy: 45 Pine Road, Beijing.Mrs. Wang: And your phone number?Cathy: 63069816.Mrs. Wang: How old are you?Cathy: I’m thirteen. Here is my photo.Mrs. Wang: Thank you. Here you are, Cathy,Cathy: Thanks. Mrs. Wang.(Taken from Junior English, (2005) Book 11:5) Key: The following objectives may be considered as appropriate for this particular lesson. Different teachers may have different objectives of this activity. It can include some of the following:1) Students can introduce themselves in English—telling other people about their names, telephone numbers, addresses, and where they are from, etc.2) Students are able to find out information about other people in English.3) Students are able to ask other people to clarify if they do not understand.4) Students can talk confidently and politely with strangers.5) Students can make an ID card for themselves in English.Among the above objectives, number 1, 2 and 5 are concerned with language skills and functions. Number 3 is concerned with the communicative strategy students need to develop. Number 4 is about developing students’ affectiveattitude. For developing the skills and functions, students need to learn the basic vocabulary and structure for expressing the intended meaning. Therefore, the language needed to be learned should be included in the next part of a lesson plan.TASK 5Work in groups of 4. Study this sample lesson and discuss what language contents and skills are intended and what teaching aims should be achieved.Jefferson MagazineContinuing our series Hamilton: Past and Present, this week we interview Sam Jones, lifelong resident of Hamilton and school janitor at Jefferson Junior High for more than thirty years.JM: Mr. Jones, tell us about how Hamilton was many years ago.Jones: Well, when I was young, the city was quite small but now it is very large.JM: What about the downtown area?Jones: Well, there were the old buildings, of course—the church, the museum, and the town hall—that are still there today. But there weren’t any tall office buildings like now.JM: Were there many cars?Jones: Well, there were some but not like now. There weren’t any traffic problems in the past.JM: And no pollution?Jones: That’s ri ght. There wasn’t any pollution. The city was clean and quiet.Now there is a lot of noise—too much noise.JM: Was there any graffiti around the town?Jones: No, not at all. Now there is graffiti everywhere, even here in the school sometimes!JM: Today, Hamilton is a popular place for tourists. Was it always like that? Jones: No, it wasn’t. When I was a boy, there weren’t any tourists. I guess there wasn’t so much to see in Hamilton back then!(Taken from Junior English, (2005) Book 12:50) Key: The structure of this activity is the past tense of ‘there be’ and its question form and negation form. Though there are also some other grammatical structures such as the objective clause (I guess there were ...) and adverbial clause (When I was a boy, there weren’t ...), they are not the focus of this lesson.The new vocabulary of this lesson focuses on words describing towns and cities, such as: church, museum, office building, downtown, town hall, pollution, traffic problems, graffito, tourists ... After learning this lesson, students should be able to master a set of vocabulary describing towns and cities.The pronunciation of this unit is the stress of “there was” and “there were”, especially “was and were”.As for the language skill, it is mainly a listening and speaking lesson. Students should be able to understand and talk about things in the past, ask questions to find out information from others and give proper answers with the structure “there be”. They should also be able to write sentences with “there be” to。

王蔷《英语教学法教程》课后习题详解(语法教学)【圣才出品】

第7章语法教学TASK 1Read the following assumptions about grammar in language learning and decide if you agree with them or not. When you have finished, compare your results with your partner. Try to give reasons for your decisions.Key:TASK 2Reflect on your experiences of learning English in middle school. What method(s) did your teacher use most often to teach grammatical structures? Give examples. How effective was/were the method(s)? When you are ready, share your experiences in groups of 4.Key: The teacher uses the deductive method most often to teach grammatical structures.The deductive method relies on reasoning, analysing and comparing. First, the teacher writes an example on the board or draws attention to an example in the textbook. Then the teacher explains the underlying rules regarding the forms and positions of certain structural words. The explanations are often done in thestudent’s native language and use grammatical terms. Sometimes, comparisons are made between the native language and the target language or between the newly presented structure and previously learned structures. Finally, the students practise applying the rule to produce sentences with given prompts.The deductive method is often criticised.TASK 3Work in groups of 4. Suppose you are going to teach the structure “have/has been doing”. How would you present it? Choose one of the methods to present it. Design a mini lesson plan and demonstrate it to the whole class. Then, discuss the advantages and disadvantages of each method.Key: Step 1: reviewThe teacher guides the students to review the Present Perfect Tense, including definition, main structures, which will be used to explain the new grammar point.Step 2: grammar teaching: Explaining the definition of the Present Perfect Continuous Tense.Teaching method: The guided discovery method. (Understanding the definition of the Present Perfect Continuous Tense is quite difficult for students, the teacher should guide them to learn it and then explain it explicitly to deepen their understanding.Activity: 1.The teacher asks students to translate several groups of sentences and raises questions.1) 我读过这本书。

王蔷《英语教学法教程》课后习题详解-第10~18章【圣才出品】

第10章口语教学TASK 1Work in pairs. Summarize the main differences between spoken and written language using the table provided below. When you finish, join another pair to compare your results.Key:TASK 2Considering the aspects of the nature of spoken language discussed above, which of the following activities do you think would help prepare students for real-life speech in English? (Adapted from Bygate, 1987:8)1. reading aloud2. giving a prepared talk3. learning a piece of text or dialogue by heart4. interviewing someone, or being interviewed5. doing a drillKey: 4. interviewing someone, or being interviewedTASK 3Think about a successful speaking activity that you have participated in as a student or led as a teacher. What made it successful? When you are ready, share it with your partner (adapted from Ur, 1996:120).Key: Maximum foreign talk of students, even participation, high motivation and right language level jointly makes a successful speaking activity.TASK 4Work in groups and decide which of the following speaking activities includes an information gap. How can you further adapt the activities to make them more communicative?Activity 1In pairs use the ideas given below to talk about your plans for the future.travel around the world; work hard; be richspeak a second language; be famous; get a good jobhelp people; go to college; buy an expensive car; be happyI am going to learn Spanish.I am going to travel around the world.Activity 2Use the same pictures, but cut them up, paste on cards, and give each student a different picture.Directions: Ask your partner what is in their picture.For example:Student A: What’s in your picture?Student B: There is ____. What’s in your picture?Student A: There is ____.Key: The second task includes an information gap; the further activity: to complete the picture in groups.TASK 5Perform a dialogue with a partner based on cue cards. Speaker A looks at Card A and Speaker B looks at Card B. Then, with your partner make up your own prompts to be used on cue cards. Think about what sort of topics the students would be likely to talk about in their native language.Key: Hi! My name is **. Nice to meet you. Which school do you went to before? Do you live nearby the school? How about going shopping together after school?TASK 6Look at the activity below. Try it out with your classmates. Discuss what level of students you could use this task with. Do you think it would be a successful task? Will all the students participate? Will they enjoy it? Can you think of any potential problems with it? (Adapted from Ur, 1996:124-5)DirectionsDivide the class into groups of 3 or 4 people. Each group has one of the two pictures shown below which everyone in the group can see. Give them two minutes to say as many sentences as they can that describe the picture. Appoint a ‘secretary’ to mark a tick on a piece of paper for each sentence said. Emphasise that the secretary only need to mark a tick; there is no need to write down the sentence. At the end of two minutes, groups report how many ticks they have. Then they repeat the procedure with the second picture, trying to get more ticks than the first time.(Take from Junior English for China (1993), Book 1:69, 75) Key: The task works well with beginning level classes. It is a good task that everyone can participate in but there may be some words they do not know how to say.TASK 7We have discussed a few variations of tasks that can be designed using pictures. Work with a partner, think of a different variation using pictures (or maps or diagrams) that has not been discussed already in this section. Describe what level of students it would be for and what level of communication it would involve.Key: One activity is to cut up a story told by 4-6 pictures and give each member of a group one picture. The task is for the group to reconstruct the story. Another common task can be designed with maps where one speaker tells the other speaker how to get from Point A to a certain destination (without giving away the names of the destinations).TASK 8Work in groups, complete the activity below and then discuss how well it worked.Do you think it would be a successful activity with the students? Do you foresee any problems? Can you think of any ways to improve it so it would be more successful?Directions:You are on a committee that is in charge of deciding what to do with a small amount of money that has been donated to improve your school. You have a list of things to do, but you only have enough money for 5 of the items. You must reach a consensus in your group on which 5 items you will spend the money. Here is the list:·repaint 3 classrooms·paint lines for games on the playground·install lights that automatically turn off to save electricity·buy curtains for 8 classrooms (This will make it easier to see the OHP (Overhead Projector) when the room is darker.)·buy sound absorption panels for 2 classrooms (This will make the classroom quieter so it will be easier to hear each other.)·buy an air conditioner for one classroom·buy 4 new basketball hoops for the playground·buy 15 young trees to be planted for shade around the edges of the playground。

王蔷《英语教学法教程》配套题库【章节题库】(教案设计与书写)【圣才出品】

第4章教案设计与书写Ⅰ. Fill in the blanks.1. Ideally, lesson planning should be done at two levels: _____ planning and micro planning.【答案】macro【解析】理想的教案设计应该有两个层面，即宏观设计和微观设计。

2. _____ is not writing lesson plans for specific lessons but rather helping teachers get an overall feeling or idea about the course and also get familiarized with the context.【答案】Macro planning【解析】宏观教案设计不是对具体课堂的设计，而是为了帮助教师总体感知课程，熟悉教学情境而做的设计。

3. In most cases in China, teaching is generally based on a _____ provided to teachers.【答案】textbook【解析】在中国大部分地区，教学一般是以提供给教师的教材为基础的。

4. T eaching objectives should focus on the _____ performance.【答案】learners’【解析】教学目标应该放在学习者的表现上。

5. The _____ activities can be used as backups in case the lesson goes too fast and there are a few minutes left.【答案】optional【解析】可选的活动可以作为备用，以防万一课堂进展太快，最后还剩下几分钟的时间。

6. There are four major principles behind good lesson planning. They are _____, flexibility, _____ and linkage.【答案】variety，learnability【解析】优秀的教案设计遵循四个主要原则，即多样性（variety）、灵活性（flexibility）、学习性（learnability）和连贯性（linkage）。

王蔷《英语教学法教程》课后习题详解(综合技能)【圣才出品】

第13章综合技能TASK 1Think of the language skills that might be used in the following situations. Tick the appropriate columns. Then add four more situations and tick the skills that might be involved. Can you think of a one-skill situation, a two-skill situation, a three-skill situation and a four-skill situation?Key: When discussing a magazine article with a friend, it is obvious that you will need speaking and listening skills. You may also need to refer back to the article to clarify some points or look for some evidence from the article, which will involve some reading as well.Attending a lecture will involve listening and note taking. You may also want to ask some questions during or after the lecture. Therefore, three skills are involved —listening, writing, and speaking.Riding a bicycle on your own, you will need to read road signs or a map which involves reading. If you get lost, you may want to ask for information, which will involve speaking and listening.Ordering a meal in a restaurant obviously requires the reading of the menu first. Then ordering food will involve speaking and listening.TASK 2Let us consider a teaching situation in a senior high school. You are to teach a lesson on the theme of advertisement of a product in a newspaper or a magazine. Think about how you can do it. In what ways can you design your activities to integrate some of the skills naturally? Work in pairs and discuss your ideas. Then join another pair to share your ideas.Key: Ask students to read the advertisement; choosing the best advertisement and giving reasons in groups; designing an advertisement of a given product; demonstrating their ads; appreciating classic advertisement.TASK 3Look at the following passage and design:a) a reading comprehension exercise in the form of a dialogue;b) a communicative activity based on the dialogue.Silent WheelsMr. and Mrs. Li’s new car is very special. It does not have a petrol engine. Instead it has an electric engine.“We were worried about pollution,”said Mrs. Li. “Our car is cleaner and quiet er than other cars on the road.”However, their car was not cheap to buy. It cost double the price of a normal family car. There are other problems. Twice a week, the Lis have to recharge the battery, which takes a long time.“Another good thing about electric cars is their working life,”said Mr. Li. “They last much longer than c ars with petrol engines.”The Lis’ car is made of a very light, but strong material called fib er-glass. The car has four doors and can hold five passengers. It can travel at 100 kilometres per hour.“It’s a good car for people who live in Beijing,” said Mrs. Li. “We don’t need to travel long distances.”Key: Groupwork: ask the comprehension questions in the form of a realistic dialogue.Design an interview according to the passage: one student act as the interviewer and the other as Mr. and Mrs. Li. The interviewer asks them questions about their car such as the price, advantages and disadvantages.TASK 4Here’s an out line of a sequence of activities. Working as a group, use the outline as the guide for designing suitable contents for the first two activities. Then share your ideas with other groups.1) Students listen to an interview between a radio reporter and a famous singer.2) Students read a magazine article describing a famous film star.3) Speaking: students make up and act out an interview between the radio reporter and the famous film star.4) Speaking: students interview each other.5) Writing: students write a magazine article about their partner.Key: In activity 1, students can work in groups to write a report of the interview, the group leader should give a report afterwards, which need skills of listening, speaking and writingIn activity 2, students can work in pairs for an interview, one being the reporter and the other the film star.TASK 5Look at the text below. What are the features of its organisation, layout, style and register?33 Whitefield RoadLancasterEngland25th January Dear Liu Ping,Than ks for your letter. It was good to hear from you. I’m glad you are enjoying your new school.We had a very nice Christmas. All my family had Christmas dinner at home. My parents gave me a new dress. I got some lovely presents from my friends as well.I saw on television that Spring Festival is coming soon. What are you going to do then? Please write and tell me.Best wishes,CarmanKey: As a friendly letter, the main text is organized so that it moves from a greeting to the writer’s news, followed by a req uest for information and then closure. The layout has the writer’s address in the top right comer, with the date below; then the letter opens on the left hand side with “Dear...”. The main body of the letter is then organised in paragraphs. At the foot, either on the left or right hand side, there is a valedictory (e.g. Yours sincerely or Best wishes) above the writer’s signature.The style is informal and personal. The informality is shown in the register, the use of short form (Thanks) and contraction (I’m), of Best wishes as valedictory, and of Carman instead of the writer’s full name—there is no printed form of the name under the signature either.TASK 6In groups, discuss the implications of integrating the four skills for your work as teachers. What do you see as the main benefits and the main limitations of this approach? Write your answers in the box.Key: The role of a focus on individual language elements, such as vocabulary and grammar, should not be over- looked, as they can play an important role in helping students to understand the English language system and in enlarging their range of language production. Integration is also demanding of teachers in terms of finding or designing suitable materials, particularly when it is necessary to take into account the differing rates of progress of students in mastering the individual skills.。

王蔷《英语教学法教程》笔记和课后习题（含考研真题）详解-第4~6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4~6章【圣才出品】第4章教案设计与书写4.1 复习笔记本章要点：1. The significance of lesson planning课程计划的重要性2. Principles for good lesson planning做好课程计划的准则3. Macro planning vs. micro planning宏观计划和微观计划4. Components of a lesson plan课程计划的构成因素5. Sample lesson plans课程计划的样本本章考点：课程计划的重要性；做好课程计划的准则；宏观计划和微观计划；课程计划的构成因素；课程计划的样本。

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第4章教案设计与书写TASK 1Work in groups of 4. Brainstorm why language teachers benefit from proper lesson planning. When you finish, join another group and compare your ideas.Key: Firstly, a clear lesson plan makes the teacher aware of the aims and language contents of the lesson so that they can plan the activities and choose the techniques accordingly.Secondly, it helps teachers distinguish the various stages of a lesson and see the relationship between them so that the activities of different difficulty levels can be arranged properly and the lesson can move smoothly from one stage to another.Thirdly, proper lesson planning gives teachers the opportunity to anticipate potential problems that may arise in class so that they can be prepared with some possible solutions.Fourthly, good planning gives teachers, especially novice teachers, confidence in class. They know what they are going to do next therefore they can pay more attention to students’ reaction and performance in class rather than themselves.Fifthly, when planning the lesson, the teacher also becomes aware of theteaching aids that are needed for the lesson.Last but not least, planning is a good practice and a sign of professionalism.TASK 2Work in groups of four and discuss what should be included in a good lesson plan.Key: A language lesson plan usually has the following components: background information, teaching aims, language contents and skills, stages and procedures, teaching aids, assignments, and teacher’s after-lesson reflection.TASK 3Work in pairs and compare the two sets of statements, and decide which set is more suitable for the aims of the lesson and which is not. Why?Key: The right set is more suitable because they are described in a more concrete and clear way so that teachers can know whether the aim has been achieved at the end of the class.TASK 4Suppose you are going to teach the following lesson to a group of first-year junior level students. Study the contents carefully and write a few objectives for the lesson.2. What’s your telephone number?2.1 Read and complete the ID card.Mrs. Wang: Can I help you?Cathy: Yes, please. I need a student ID.Mrs. Wang: No problem. What’s your last name?Cathy: Brown.Mrs. Wang: What’s your first name?Cathy: Cathy,Mrs. Wang: What’s your address?Cathy: 45 Pine Road, Beijing.Mrs. Wang: And your phone number?Cathy: 63069816.Mrs. Wang: How old are you?Cathy: I’m thirteen. Here is my photo.Mrs. Wang: Thank you. Here you are, Cathy,Cathy: Thanks. Mrs. Wang.(Taken from Junior English. (2005) Book 11:5) Key: The following objectives may be considered as appropriate for this particular lesson. Different teachers may have different objectives of this activity. It can include some of the following:1) Students can introduce themselves in English—telling other people about their names, telephone numbers, addresses, and where they are from, etc.2) Students are able to find out information about other people in English.3) Students are able to ask other people to clarify if they do not understand.4) Students can talk confidently and politely with strangers.5) Students can make an ID card for themselves in English.Among the above objectives, number 1, 2 and 5 are concerned with language skills and functions. Number 3 is concerned with the communicative strategy students need to develop. Number 4 is about developing students’ affectiveattitude. For developing the skills and functions, students need to learn the basic vocabulary and structure for expressing the intended meaning. Therefore, the language that needed to be learned should be included in the next part of a lesson plan.TASK 5Work in groups of 4. Study this sample lesson and discuss what language contents and skills are intended and what teaching aims should be achieved.Jefferson MagazineContinuing our series Hamilton. Past and Present, this week we interview Sam Jones, lifelong resident of Hamilton and school janitor at Jefferson Junior High for more than thirty years.JM: Mr. Jones, tell us about how Hamilton was many years ago.Jones: Well, when I was young, the city was quite small but now it is very large.JM: What about the downtown area?Jones: Well, there were the old buildings, of course—the church, the museum, and the town hall - that are still there today. But there weren’t any tall office buildings like now.JM: Were there many cars?Jones: Well, there were some but not like now. There weren’t any traffic problems in the past.JM: And no pollution?Jones: That’s ri ght. There wasn’t any pollution. The city was c lean and quiet. Now there is a lot of noise - too much noise.JM: Was there any graffiti around the town?Jones: No, not at all. Now there is graffiti everywhere, even here in the school sometimes!JM: Today, Hamilton is a popular place for tourists. Was it always like that? Jones: No, it wasn’t. When I was a boy, there weren’t any tourists, I guess there wasn’t so much to see in Hamilton back then!(Taken from Junior English, (2005) Book 12:50) Key: The structure of this activity is the past tense of ‘there be’ and its question form and negation form. Though there are also some other grammatical structures such as the objective clause (I guess there were...) and adverbial clause (When I was a boy, there weren’t...), they are not the focus of this lesson.The new vocabulary of this lesson focuses on words describing towns and cities, such as: church, museum, office building, downtown, town hall, pollution, traffic problems, graffito, tourists... After learning this lesson, students should be able to master a set of vocabulary describing towns and cities.The pronunciation of this unit is the stress of “there was” and “there were”, especially “was and were”.As for the language skills, it is mainly a listening and speaking lesson. Students should be able to understand and talk about things in the past, ask questions to find out information from others and give proper answers with the structure。