《英语教学论》(Chapter14 EducationalTechnologyandReso
《英语教学论》课程作业习题集
《英语教学论》课程作业习题集英语教学论作业习题集Unit 1 Language and Language Learning1.What are the three views on language?1) Structural view on language:The structural view sees language as a linguistic system made up of various subsystems: from phonological, morphological, lexical, etc. to sentences. 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.This view on language limits knowing a language to knowing its structural rules and vocabulary.2) Functional view on language:The functional view sees language as a linguistic system but also as a means for doing things. Learners learn a language in order to be able 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. This view on language adds the need to know how to use the rules and vocabulary to do whatever it is one wants to do.3) Interactional view on language:The interactional view considers language as a communicative tool, whose main use is to build up and maintain social relations between people. Therefore, learners not only need to know the grammar and vocabulary of the language but as importantly they need to know the rules for using them in a whole range of communicative contexts. This view on language says that to know how to do what one wants to do involves also knowing whether it is appropriate to do so, and where, when andhow it is appropriate to do it. In order to know this, the learner has to study the patterns and rules of language above the sentence level to learn how language is used in different speech contexts.2. What are the views on language learning?1) Behaviourist theory:The behaviorist theory of language learning was initiated by behavioral psychologist Skinner, who applied Watson and Raynor’s theory of conditioning to the way humans acquire language (Harmer, 1983) The key point of the theory of conditioning is that “you can train an animal to do anything if you follow a certain procedure which has three major stages, stimulus, response, and reinforcement”(Harmer1983: 30) Based on the theory of conditioning, Skinner suggested language is also a form of behavior. It can be learned the same way as an animal is trained to respond to stimuli. This theory of learning is referred to as behaviorism.2) Cognitive theory:The term cognitivism is often used loosely to describe methods in which students are asked to think rather than si mply repeat. It seems to be largely the result of Noam Chomsky’s reaction to Skinner’s behavioristtheory, which led to the revival of structural linguistics. According to Chomsky, language is not a form of behaviour, it is an intricate rule-based system and a large part of language acquisition is the learning of this system. There are a finite number of grammatical rules in the system and with knowledge of these rules an infinite of sentences can be produced. A language learner acquires language competence, which enables him to produce language.3）Constructivist theoryThe constructivist theory believes that learning is a process in which the learner constructs meaning based on his/her own experiences and what he or she already knows. It is believed that education is used to develop the mind, not just to rote recall what is learned. John Dewey(杜威) believed that teaching should be built based on what learners already knew and engage learners in learning activities. Teachers need to design environments and interact with learners to foster inventive, creative, critical learners. Therefore, teachers must balance an understanding of the habits, characteristics as well as personalities of individual learners with an understanding of the means of arousing learne rs’ interests and curiosity for learning.4）Socio-constructivist theoryVygotsky (前苏联心理学家维果茨基,1978) emphasizes interaction and engagement with the target language in a social context based on the concept of “Zone of Proximal Development” (ZPD「可能发展区/最近发展区」) and scaffolding 「鹰架/支架/脚手架」. That is to say, learning is best achieved through the dynamic interaction between the teacher and the learner and between learners. With the teach er’s scaffolding through questions and explanations, or with a more capable pe ers’ support, the learner can move to a higher level of understanding and extend his/her skills and knowledge to the fullest potential.3. What are the qualities of a good language teacher?The main elements of a good English teacher are ethic devotion, professional qualities, and personal styles. (Then try to explain these three elements respectively according to your own understanding)Unit 2 Communicative Principles and Task-based Language Teaching1. What is communicative competence?Hedge (2000: 46-55) discusses five main components of communicative competence: linguistic competence, pragmatic competence, discourse competence, strategic competence, and fluency.Communicative competence entails knowing not only the language code or the form of language, but also what to say to whom and how to say it appropriately in any given situation. Communicative competence includes knowledge of what to say, when, how, where, and to whom.2. What are the three principles of communicative language teaching?a) the communicative principle: Activities that involve real communication promote learning.b) the task principle: Activities in which language is used for carrying out meaningful tasks promote learning (Johnson 1982).c) the meaningfulness principle: Language that is meaningful to the learner supports the learning process.3. What are the six criteria for evaluating communicative classroom activities?1) communicative purpose2) communicative desire3) content, not form4) variety of language5) no teacher intervention6) no material control4. What is Task-based Language Teaching?Task-based Language teaching is, in fact, a furtherdevelopment of Communicative Language Teaching. It shares the same beliefs, as language should be learned as close as possible to how it is used in real life. It has stressed the importance to combine form-focused teaching with communication-focused teaching.Unit 3 The National English Curriculum1. What are the designing principles for the National English Curriculum 2001?1)Aim for educating all students, and emphasise quality-oriented education.2)Promote learner-centredness, and respect individual differences.3)Develop competence-based objectives, and allow flexibility and adaptability.4)Pay close attention to the learning process, and advocate experiential learning and participation.5)Attach particular importance to formative assessment, and give special attention to the development of competence.6)Optimize learning resources, and maximize opportunities for learning and using the language.2.What are the goals and objectives of English language teaching?The new curriculum is designed to promote students’ overall language ability, which is composed of five interrelated components, namely, language skills, language knowledge, affects, learning strategies and cultural understanding. Each component is further divided into a few sub-categories. Language teaching is no longer aimed only for developing language skills and knowledge, but expanded to developing learner s’ positive attitude, motivation, confidence as well asstrategies for life-long learning along with cross-cultural knowledge, awareness and capabilities.3. What are the challenges facing English language teachers?1)English language teachers are expected to change their views about language which is not a system of linguistic knowledge but a means for communication.2)English language teachers are expected to change their traditional role of a knowledge transmitter to a multi-role educator.3)English language teachers are expected to use more task-based activities and put the students at the center of learning.4)English language teachers are expected to use more formative assessment in addition to using tests.5)English language teachers are expected to use modern technology in teaching, creating more effective resources for learning and for using the language.Unit 4 Lesson Planning1. Why is lesson planning necessary?Lesson planning means making decisions in advance about what techniques, activities and materials will be used in the class. It is obvious that lesson planning is necessary.Benefits:1) To make the teacher aware of the aims and language contents of the lesson.2) To help the teacher distinguish the various stages of a lesson and to see the relationship between them sothat the lesson can move smoothly from one stage to another.3) Proper lesson planning gives the teacher opportunity to anticipate potential problems that may arise inclass so that they can be prepared with some possible solutions or other options for the lesson.4) Lesson planning gives teachers, especially novice teachers, confidence in class.5) The teacher also becomes aware of the teaching aids that are needed for the lesson.6) Lesson planning helps teachers to think about the relative value of different activities and how much time should be spent on them. The teacher soon learns to judge lesson stages and phases with greater accuracy.7) The plan, with the t eacher’s comments and corrections, provides a useful, time-saving reference when the teacher next plans the same lesson.8) Lesson planning is a good practice and a sign of professionalism.2. What are the principles for good lesson planning?Aims— means the realistic goals for the lesson. That is, the teacher needs to have a clear idea of what he / she would like to achieve for the lesson or what outcomes are expected from the lesson.Variety—means planning a number of different types of activities and where possible, introducing students to a wide selection of materials so that learning is always interesting ,motivation and never monotonous for the students.Flexibility—means planning to use a number of different methods and techniques rather than being a slave to one methodology. This will make teaching and learning more effective and more efficient.Learnability—means the contents and tasks planned for the lesson should be within the learning capability of the students.Of course, things should not be too easy either. Doing things that are beyond or below thes tudents’ coping ability will diminish their motivation.Linkage--means the stages and the steps within each stage are planned in such a way that they are somehow linked with one another. Language3 learning needs recycling and reinforcement.3. What are macro planning and micro planning?Macro planning is planning over a longer period of time, for instance, planning for a whole program or a whole-year course.In a sense, macro planning is not writing lesson plans for specific lessons but rather helping teachers get an overall felling or idea about the course and also get familiarized with the context in which language teaching takes place. Macro planning involves the following:1) Knowing about the course:The teacher should get to know which language areas and language skills should be taught or practised in the course, what materials and teaching aids are available, and what methods and techniques can be used.2) Knowing about the institution:The te acher should get to know the institution’s arrangements regarding time, length, frequency of lessons, physical conditions of classrooms, and exam requirements.3) Knowing about the learners:The teacher should acquire information about the students’ age range, sex ratio, social background, motivation, attitudes, interests, learning needs and other individual factors.4) Knowing about the syllabus:The teacher should be clear about the purposes, requirements and targets specified in the syllabus.Much of macro planning is done prior to the commencement of a course. However, macro planning is a job that never really ends until the end of the course.Micro planning is planning for a specific unit or a lesson, which usually lasts from one to two weeks or forty to fifty minutes respectively.Micro planning should be based on macro planning, and macro planning is apt to be modified as lessons go on.4. What are the components of a lesson plan?A language lesson plan usually has the following components: background information, teaching aims (what language components to present, what communicative skills to practice, what activities to conduct and what materials and teaching aids to be used), language contents (grammar, vocabulary, functions, topics and so on) and skills (listening; speaking; reading and writing), stages (the major steps that language teachers go through in the classroom) and procedures (detailed steps in each teaching stage), teaching aids, assignments, and teacher’s after-class reflection.5. What a re the 3P’s model and 3-stage model?The 3P’s model refers to presentation, practice and production.At the presentation stage, the teacher introduces new vocabulary and grammatical structures in whatever ways appropriate.At the practice stage, the lesson moves from controlled practice to guided practice and further to the exploitation of the text when necessary.At the production stage, the students are encouraged to use what they have learned and practised to perform communicativetasks. The focus is on meaning rather than accurate use of language forms.3-stage model is frequently adopted in reading lessons and listening lessons. It refers to pre-reading, while-reading and post-reading stages. The pre-stage i nvolves preparation work, such as setting the scene, warming up, or providing key information (such as key words). The while-stage involves activities or tasks that the students must perform while they are reading or listening. The post-stage provides a chance for students to obtain feedback on their performance at the while-stage. This last stage may also involve some follow-up activities, in which students relate what they have read or heard to their own life and use the language spontaneously.Unit 5 Classroom Management1.What are the main roles teachers can play before, during and after the class?Before the class, the teacher is a planner, who plans what to teach, how to teach, and what result to achieve. After then class, the teacher is an evaluator, who evaluates not only how successfully he/she has conducted the class but also how efficient the learning activities have been. Based on the functions that the teacher performs in different activities during the class, Harmer defines the teacher’s roles as controller, assessor, organizer, prompter, participant and resource-provider (Harmer, 1983).2.How to give effective classroom instructions?Proper instruction is the precondition of accomplishment of activities. To give appropriate instruction, it is necessary to follow the following principles.(1) Economy with words: the teacher should use as few wordsas possible.(2) Simple and clear language at all points: language should be easy to understand.(3) Demonstration of what is needed.(4) Check of students understanding: the teacher can check individual students to make sure that students understand the instruction and know what to do.(5) Use the native language when necessary.(6) Vary the instruction now and then.3.What are the different ways for student grouping?The most common student groupings are lockstep, pair work, group work, and individual study.Lockstep (Whole class work) is where all the student are under the control of the teacher. They are all doing the same activity at the same rhythm and pace. Lockstep is often adopted when the teacher is making a presentation, checking exercise answers, or doing accuracy reproduction. When the teacher asks questions, the students speak either together or one by one, in turns or indicated by the teacher.Pair work is where the students work in pairs. It could be a competition over a game or co-operation in a task or project between the two students. They could also do certain exercises together or oral practice. When the students are doing pair work, the teacher usually circulates around the classroom, answering question or providing help when necessary.Group work is where the students work in small groups. Each group has 3,4,or 5 students, depending on the activity. What students do in group work is similar to pair work, only there are more members in the group. Group work is most beneficial when the activity requires contributions from more than two students.The teacher can join each group for a while, but only as a participant not as a leader or inspector.Individual study is the stage during the class where the students are left to work on their own and at their own speed. Usually they are doing the same task, but the teacher may give them a choice of tasks. Some activities cannot be done in pairs or groups, for instance, reading and writing. People read at different speed, so they cannot read together, though two people might share one book. It seems writing can be done in pairs or groups, but what they are actually doing when they are working together is brainstorming ideas, discussing, or revising. When it comes to the real writing stage students should work individually.4.How to ask effective questions?1)Questions should be closely linked with the teaching objectives in the lesson;2)Questions should be staged so that the level of challenge increases as the lesson proceeds;3)There should be a balance between closed and open, lower-order and higher-order questions;4)Wait time is important to allow students to think through their answers;5)Students should be provided opportunities to ask their own questions and seek their own answers;6)A secure and relaxed atmosphere of trust is needed and students’ opinions and ideas are valued.5.How to treat students’ errors in the classroom?There are different ways and techniques for correcting errors, such as direct teacher correction, indirect teacher correction, self-correction, peer correction, whole classroom correction, etc. As a general rule, indirect teacher correction is encouraged ratherthan direct teacher correction to avoid damaging student s’ self este em and confidence. Also, self-correction is encouraged before teacher correction or peer correction.Unit 6 Teach Pronunciation1. What is the goal of teaching pronunciation?The goal of teaching pronunciation is not to teach learners to achieve a perfect imitation of a native accent, but simply to get the learners to pronounce accurately enough to be easily and comfortably comprehensible to other speakers.The realistic goals of teaching pronunciation:Consistency: The pronunciation should be smooth and natural.Intelligibility: The pronunciation should be understandable to the listeners.Communicative efficiency: The Pronunciation should help to convey the meaning that is intended by the speaker.2. What aspects of pronunciation do we need to teach?1)sounds………the vowels and consonants of English2)combination of sounds…….pronunciation of words3)word stress….the stress in a word and shift of stress4)strong & weak forms…the importance of the different syllables in maintaining the rhythm of the speech, especially the model verbs and auxiliary verbs5)linkage of sounds……..the liaison of sound in natural speech6)rhyme & rhythm7)pitch & intonation…the function of pitch and intonation in conveying meaning8)filler words……the sounds which do n ot convey meaning but can help to maintain communication, e.g. uh huh, um, er, oh,ah, well.Unit 7 Teaching Grammar1.What are the major types of grammar presentation methods?Deductive method: the teacher presents the rule of the structure on the blackboard and explains it to the students. This would be followed by the teacher giving several examples and then asking the students to apply the rules themselves in some exercises.Inductive method: The teacher does not explain the rule at the beginning, but presents various language forms and the students are left to discover or induce the rules or generalizations on their own.The guided discovery method: is similar to the inductive method in that the students are induced to discover rules by themselves but different in that the process of the discovery is carefully guided and assisted by the teacher and the rules are then elicited and taught explicitly.2.What are the major types of grammar practice activities?Mechanical practice involves activities that are aimed at form accuracy. By doing mechanical practice, the students pay repeated attention to a key element in a structure. Substitution and transformation drills are most frequently used in mechanical practice.Meaningful practice the focus is on the production, comprehension or exchange of meaning though the students “keep an eye on” the way newly learned structures are used in process. Meaningful practice usually comes after mechanical practice.Unit 8 Teaching Vocabulary1.What does knowing a word involve?A simple answer would be (1)knowing its pronunciation & stress; (2) knowing its spelling & grammar; (3) knowing its meaning; (4) knowing how & when to use it to express the intended meaning.According to Hedge (2000), vocabulary learning involves at least two aspects of meaning. The first aspect involves the understanding of its denotative and connotative meaning. The second aspect involves understanding the sense relations among words.2.How can we present new vocabulary items effectively?1) Draw pictures, diagrams and maps to show meanings or connections of meaning2) Use real objects to show meanings;3) Mime or act to show meaning; ask some ss come to the front and teach some words of this kind, such as: catch, shave4) Use lexical sets. Or word series. E.g. cook: fry, boil, bake, and frill;5) Use synonymous and antonymous to explain meanings;6) Translate and exemplify, especially with technical words or words with abstract meaning;7) Use word formation rules and common affixes.8) Teach vocabulary in chunks;9) Provide different contexts in real life for introducing new words.3.What are some effective ways to consolidate vocabulary?1) Labeling;2) Spotting the differences;3) Describing and drawing;4) Playing a game;5) Using word series;6) Word bingo;7) Word association;8) Finding synonyms and antonyms;9) Using word categories;10) Using word net-work;11) Using the internet resources for more ideas.Unit 9 Teaching Listening1.What are the characteristics of the listening process?Generally speaking, listening in real life has the following characteristics:a) spontaneity: we listen to people speaking spontaneously and informally without rehearsing what they aregoing to say ahead of time.b) context: the context of listening is usually known to both the listener and the speaker in real life.c) visual clues: most of the time we can see the participants’ facial expressions, gestures and other bodylanguage as well as the surrounding environment.e) listener’s res ponse: most of the listening in daily life allows the listener to respond to the speaker.f) speaker’s adjustment: the speaker can adjust the way of speaking according to the listener’s reactions.2.What are the models of teaching listening?1)Bottom-up model: listening comprehension is believed to start with sound and meaning recognitions.2)Top-down model: listening for the gist and making use of the contextual clues and background knowledge to construct meaning are emphasized.3)Interactive model: listening involves both bottom-upprocessing (recognizing sounds of words, phrases or structures) and top-down processing (inferring meaning from broad contextual clues and background knowledge).3.What are the common activities in teaching listening?1) Pre-Listening activities: predicting and setting the scene2) While-listening activities: listening for the gist; listening for specific information; no specificresponses; listening and ticking; listening and sequencing; listening and acting; listening and drawing; listening and filling; listening and guessing; listening and taking notes.3) Post-listening stage: multiple-choice questions; answering questions; note-taking and gap-filling;dictoglossUnit 10 Teaching Speaking1.What are the main characteristics of spoken language?a. in fairly simple sentence structuresb. in incomplete sentencesc. in informal, simple or common vocabularyd. with broken grammar, false starts, hesitation, fillers, etc.e. with a high proportion of repetition or redundancyf. largely unplanned organizationg. a low density of informationh. context independent (Background knowledge is necessary to understand exactly what is being expressed.)2. What are the characteristics of successful speaking activities?1) Maximum foreign talk: Problems: students spend too much time to speak Chinese; the teacher talks too much.2) Even participation: encourage speaking from as many different students as possible. The outspoken students do notdominate discussion.3) High motivation: vario us interesting tasks in line with the students’ ability.4) Right language level: the task should be designed so that students con complete it successfully with the language that they have.3. What are the main types of speaking activities?1)controlled activities;2)semi-controlled activities;3)information-gap activities;4)dialogues and role-plays;5)activities using pictures;6)problem-solving activities…Unit 11 Teaching Reading1. What are the main reading skills?Skimming: the reader moves his eyes over the text very quickly just in order to get the main idea of the text, or sometimes decide whether it is worth reading more deeply or not.Scanning: the reader locates a particular piece of information without necessarily understanding the rest of a text or passage. For example, the reader may read through a chapter of a book as rapidly as possible in order to find out information about a particular date, such as when someone was born.Inferring: reading between the lines. Make use of syntactic, logical and cultural clues to discover the meaning of unknown elements. Such as the writer’s opinions and attitudes which are not directly stated in the text.【Strategic skills needed in reading：Distinguishing the main idea from supporting details; Skimming: reading for the gist ormain idea; Scanning: reading to look for specific information; Predicting: guessing what is coming next】2. What are the main reading models for teaching reading?Bottom-up approach: The reader builds up the meaning of a text on the basis of decoding smaller units: first words, and phrases, then sentences and paragraphs, and finally working out the meaning of the whole text.Top-down approach: The reader uses his or her knowledge of the topic or of the type of the text and makes predictions about what the text will contain, then he uses these predictions to check his understanding of the text. In this way, the reader gets a global view of the text before he dives into the details of it.Interactive approach: The reader uses the above two approaches together, and the two ways interact with each other in the understanding of the text. That means the reader might predict the context of the text by using his knowledge of the topic (top-down), then look for key words (bottom-up) to check the prediction, or get the main gist of the text by skimming it quickly (top-down) and examine the writer’s choice of vocabulary for understanding the implied meaning.3. What types of activities can we use in teaching reading?Pre-reading Stage: The aims of the pre-reading stage is to arousing the students’ interest in the topic or type of text; motivating students to read the text by providing a purpose for reading; preparing the students for the content of the text.The activities for the pre-reading stage:1)predicting2)setting the sceneWhile-reading Stage: this stage mainly focuses on the exploitation of the text. It aims to help the reader understand the。
英语教学论
外国语学院成人教育英语教育特色专业建设教学指导书《英语教学论》课程教学指导书吴曼蕾编写淮阴师范学院外国语学院二0一二年九月课程介绍《英语教学论》是普通高等学校英语（教师教育）本科专业的一门必修课，具有基础理论和基本技能实践相结合的学科特点。
该课程传授英语教育教学基本理论和知识，训练英语教学基本技能，具备较高的英语教育理论素养和较强的教学工作能力，能适应21世纪教育改革发展和新一轮教学改革需要的、具有创新精神及创新能力的中小学英语教师。
学生通过课程学习，能初步形成对语言及语言学习本质的正确认识和科学的外语教学观，认识本课程中英语教学的性质及其发展演变过程，了解二十一世纪的英语课程改革，把握英语课程的理念，理解英语课程的性质及目标，掌握英语课程教学设计的基本原理，对语音、词汇、语法教学，听说读写教学和综合性学习教学等问题有所把握。
本课程还注重英语教学实践能力的培养，指导并帮助学生把教学理论与实践相结合，引导学生树立对外语教学作为一种职业和一门科学的正确态度，为其今后成为具备一定教学实践能力的合格中小学英语教师做好准备。
《英语教学论》是研究英语教学规律的一门科学。
“教学论”的含意是指一种理论“法则”(law) 或“体系”(system)，而不是狭义的单纯指具体的教学方式方法。
英语教学论研究英语教学的全过程及其规律。
教学内容主要包括：1、教学理论；2、基本教学理论的教学方法和技巧；3、英语课外活动、教学手段和测试手段。
本自学指导书主要是依据高等教育出版社出版的由王蔷主编的《英语教学法教程》（第二版）而写的，并在此基础上对内容进行了必要的增减。
目的是为了进一步便于学生们自学及教师们安排好各个；教学环节和面授内容。
该门课程的学时分配如下：总学时72，讲授20学时，自学52学时。
面授安排在第三学年进行。
这门课程是考试课程。
对教师布置的作业，学生应独立完成并按时交给教师批改。
由于本人水平有限，书中有不当之处，望使用该书的教师和同学们批评指正。
(完整版)英语教学论
2．认知心理学 （Cognitivism）
二、哲学 （Philosophical）
• 1．经典人文主义（Classical Humanism）
• 2．重建主义（Restructionism）
• 3、Progressivism（渐进主义）
思考题：
• 思考题： • 交际课堂教学模式探讨
第三部分：《新课标》解读
教学目的： 1、了解《新课标》的研制
情况。 2、了解《新课标》的理念
第四部分：任务型教学的理论 与实践（TBLT）
教学目的： 1、了解任务型教学的理论
依据。 2、掌握任务型教学课堂操 作模式。
第四部分：任务型教学的理论 与实践（TBLT）
• 1、王才仁：《英语教学交际论》。广西教育出版社， 1996年。
• 2、胡春洞、戴忠信：《英语阅读论》。广西教育出 版社，1998年。
• 3、高兰生、陈辉岳：《英语测试论》。广西教育出 版社，1996年。
• 4、聂希庸、曹宝健：《中学英语教学》。光明日报 出版社，1998年。
• 5、程晓堂：《任务型语言教学》。高等教育出版社， 2004年。
• 6、田式国：《英语教学理论与实践》。高等教育出 版社，2001年。
•
第一部分：外语学习论
教学目的：
1、了解人学习语言的机制和 原理。 2、了解心理学、哲学、语言 学对外语教学的影响
第一讲 外语学习论
20 世 纪 80 年 代 之 前 ， 人 们 研 究 “ Teaching”， 之 后 转 向 了 “ Learning”。 影 响 最 大 的学科有以下四个：心理学、 哲学、语言学、环境学。
（五）交际法（Communicative Approach） 又 称交际途径
鲁子问英语教学论英文版考研课后习题和答案
鲁子问英语教学论英文版考研课后习题和答案鲁子问《英语教学论》（英文版）课后习题详解目录Chapter 1 Concepts for English Teaching in SchoolsChapter 2 ELT Methods and Approaches in and outside China Chapter 3 Elements of English Teaching in SchoolsChapter 4 Principles of English Teaching in SchoolsChapter 5 Strategies of English Teaching in SchoolsChapter 6 Instructional Design for English TeachingChapter 7 Process of English Teaching in SchoolsChapter 8 Activities of Teaching English in SchoolsChapter 9 Teaching English Language Knowledge in Schools Chapter 10 Teaching English Listening and Speaking in Schools Chapter 11 Teaching English Reading and Writing in Schools Chapter 12 Teaching English Learning Strategies in Schools Chapter 13 Teaching English Culture and Affection in Schools Chapter 14 Educational Technology and Resources for English Teac hing in SchoolsChapter 15 Assessment and Testing for English in SchoolsChapter 16 Evaluation on Teaching English in SchoolsChapter 17 Research on English Teaching in SchoolsChapter 18 Professional Development of English Teachers in School s•试看部分内容Chapter 1 Concepts for English Teaching in Schools Section 11. Based on the theories in this unit, what are the main educationalfactors that cause teacher L’s wholehearted enthusiasm to meet w ith cold indifference from his students?Key: In the first place, teaching is an interactive activity in which bo th teachers and students become more developed. Teacher L condu cts a completely exam-oriented teaching, which is boring and mund ane. He is ignorant of students’learning needs and there is no int eraction between them. Secondly, in language teaching, the more i mportant factor is students’positive and active approach to learni ng. Teacher L obviously doesn’t care about students’motivation a nd incentive; he crams learning materials and exam content in the students, regardless of students’emotional response. Lastly, teaching should be teacher-led but students-centered activity. Here teacher L takes teaching as teacher-led and exam-centered. He is putting th e cart before the horse. Only by focusing on students’learning ne eds and motivation can they perform well in exams and achieve lea rning goals.2. In your opinion, what kind of classroom teaching activity conform s to the essence of education?Key: The essence of teaching is to lead students to develop and th e teacher’s job is to help students to find answers by themselves a nd to explore language learning methods by themselves. Therefore, the teaching activity that conforms to the essence of education is a series of questions thrown to students to help deduce proper ans wers.Section 21. What do you think are the main causes for the misunderstanding in the argument “English teaching in elementary and middle schoo ls in China cannot be communicative competence oriented”? Key: It ignores the fact that language is the tool for communication and communication is the function of language. It is through inter personal communication that language remains active and vigorous. Therefore, one of the teaching goals of elementary and middle school English should be to develop student’s communicative compet ence. If communication is removed from the goals of English teachi ng, then language learning becomes a boring process of memorizat ion. There’s no fun in it. Besides, without focusing on communicati on, language learning will be far from effective, since communicatio n is the best way to learn all languages.2. After reflection on your own English study, identify what your ma in learning problems are.Key: The main learning problems may include: 1) fear of speaking E nglish, especially in public; 2) lack of motivation; 3) imbalance of fu n and homework.Section 31. What do you think is the major mistake in the viewpoint “one’s vocabulary size is the indicator of whether one’s English learning i s successful”?Key: This statement overemphasizes the role of vocabulary. It shoul d be noted that vocabulary constitutes only a part of language; the re is also grammar. Even if one has a good mastery of vocabulary and grammar, there are still culture and style to bear in mind. A su ccessful English learner should have certain awareness of culture wit h a good command of vocabulary and grammar. S/he should be ab le to adjust his or her style on different occasions; his or her knowledge of English should be able to satisfy his or her needs successfu lly.2. What do you think the essential difference between an English la nguage curriculum and an English literacy curriculum is? How do yo u understand the instrumental nature of English curriculum and the humanist nature of English curriculum in the National Curriculum S tandards for English in Schools in China (MOE, 2001)?Key: 1) The essential difference is that an English language curriculu m is to develop students’overall competence in English. Its teachi ng and learning process is to cultivate students’proficiency in the basic four skills: listening, speaking, reading and writing. By the end of the learning, students should be able to communicate effectivel y in English, have certain knowledge of English culture and develop some value and abilities. However, an English literacy curriculum is to focus on students’reading ability. The main job involved is to teach students to read and perhaps to write. The teaching objective and learning purpose is narrowed down to master a set of words; communication is absent in this curriculum.2) It’s instrumental in that it views English as a tool for communic ation. To achieve effective communication, not only vocabulary and grammar but culture is embodied in the teaching goals. Besides, it i s instrumental in that it sets English as a tool help understand oneself and the world. The job is not only to learn language but to dev elop and better oneself. It is humanist in that it concerns not only the learning of language but the development of children. Chapter 2 ELT Methods and Approaches in and outside China Section 11. Based on what you just learned, give suggestions to Miss M to help solve her problem of having nothing to teach after the second week of the term.Key: Miss M should follow certain theories in teaching. She should work out the teaching plan at the beginning of the term and adjust her teaching to the usual pace. Most importantly, she should take into consideration of students’learning realities, including questions like: how do students like her teaching method? Have students ach ieved the supposed goals after the teaching? Does her teaching me et students’present language level? Has the teaching covered less than expected or something unnecessary? She should first conduct a needs analysis of students, then works out the teaching plan base d on the needs and finally assess teaching and learning after a cert ain period.2. What do you think is the best language teaching approach or m ethod?Key: The Communicative Approach is the best language approach in that it covers the most important aspect of language learning: lan guage is learned to communicate, to exchange meaning and inform ation and to share feelings. It is the language in use that injects lif e and vitality into language and that makes it a more real existence of life. Language teaching and learning should be centered on co mmunication, which should be regarded as a proper method and th e final goal.Section 21. What is the problem with Mr. N’s complaints that the course bo ok does not explain much about grammar, does not have enough grammar exercises, and has too many activities?Key: The problem is the contradiction between the design of textbo ok and the actual assessment of teaching and learning. The design of the textbook is based on the task-based approach: students are supposed to achieve learning goals through the completion of a ser ies of tasks. The main activity involved is communication. However, Mr. N has to find lots of grammar materials outside the textbook f or students because little is mentioned in the book and what is me ntioned cannot meet the requirements of exams, which includes lots of grammar and little completion of tasks. There is certainly a gap between the textbook design and the assessment and this causesmuch challenge for both teachers and students. To bridge up the g ap, either should be adjusted to adapt to the other.2. Consider the style of a teacher you know. Do you think his/her t eaching is in line with the National Curriculum Standards? Please gi ve reasons and examples.Key: My high school English teacher’s teaching is not consistent wi th the National Curriculum Standards. In the first place, the focus of his teaching is on vocabulary and grammar. English lessons are fill ed with mechanical and meaningless drills instead of meaningful tas ks. Besides, his teaching does not allow too much communication. T hroughout the class, he spent much time explaining grammatical po ints and little time is devoted to communication. Finally, his teachin g doesn’t encourage holistic development for he was always haste ning for exams and ignoring students’learning needs. There was n o time for value-imparting or affection-influencing. All these contrad ict with the National Curriculum Standards.。
《英语教学论》-教案
《英语教学论》教案SYLLABUSCONTENTS一、外语学习论 6课时二、外语教学法流派介绍 6课时三、《新课标》解读 4课时四、任务型教学理论与实践 16课时五、班主任工作管理 2课时六、“三课”活动 2课时Course Requirments:1.attendancy (10%)2.classperformance(10%)3.essays and small writings(20%)4.final exam(60%)主要备课资料：1、张正东：《外语教育学》。
科学出版社，1999年。
2、张正东、李少伶：《英语教学论》。
陕西师范大学出版社，2003年。
3、张正东、杜培俸：《外语立体化教学法的原理与模式》。
科学出版社，1998年。
4、胡春洞：《英语教学法》。
高等教育出版社，1990年。
5、王才仁：《英语教学交际论》。
广西教育出版社，1996年。
6、胡春洞、戴忠信：《英语阅读论》。
广西教育出版社，1998年。
7、高兰生、陈辉岳：《英语测试论》。
广西教育出版社，1996年。
8、聂希庸、曹宝健：《中学英语教学》。
光明日报出版社，1998年。
9、程晓堂：《任务型语言教学》。
高等教育出版社，2004年。
10、田式国：《英语教学理论与实践》。
高等教育出版社，2001年。
11、宋桂月、金莺：《英语课程标准教师读本》。
华中师范大学出版社，2002年。
12、鲁子问：《中小学英语真实任务教学实践论》。
外语教学与研究出版社，2003年。
13、梁祝、卢福波：《小学英语新课程课堂教学案例》。
广东高等教育出版社，2003年。
14、程可拉、刘津开：《中学英语任务型教学理念与教学示例》。
华南理工大学出版社，2005年。
15、张玲棣：《高中英语课堂教学设计与案例》。
高等教育出版社，2004年。
16、于勇：《中小学课堂教学技能训练》。
当代世界出版社，2001年17、顾曰国：《英语教学法》（上下）。
外语教学与研究出版社，1998年。
鲁子问《英语教学论(英文版)》题库-Educational Technology and Resou
Chapter 14 Educational Technology and Resources for English Teaching inSchoolsSection 11. What kind of E-media do you frequently use? What do you take into consideration when you choose it: the effect or convenience? Please give your reasons.Key: I often use the computer since it’s both effective and convenient. On the computer, I can display English songs or audio materials and pictures and even audiovisual films. It’s easy to operate and saves a lot of time. And students can learn better with the pictures and sounds presented.2. Is the instructional media that you use most the most effective one? Please share your experience with your partner.Key: Perhaps not. The teaching aids should be chosen according to the actual needs of students and teaching and there is no need to turn to multi-media if there is no necessity, say, the teacher is to explain a grammar point. Never should too many sounds or pictures be piled together on the screen. They should be organized in order and to the point.Section 21. Is the saying “the more resources, the better” correct? Why?Key: The saying is not correct. The reasons include 1) more resources cause too much burden, which may be too much for students to assimilate at a time; 2) some of the resources may have nothing to do with teaching content and should be eliminated; 3) even if they are all useful for the teaching, they should be filtered since there is a limit of time of each lesson. As long as resources are ordered to the point and can successfully achieve the goal of teaching, they are good enough.2. How can we develop supplementary resources?Key: In order to develop appropriate supplementary resources, we should first analyse the learning contents and find what the gap is between these and the students’learning objectives. We can then develop learning resources in keeping with the language difficulty of the learning contents as well as the learning objectives for students’study of the text, thus accelerating the realization of the learning objectives.。
930英语教学论科目大纲
西北师范大学硕士研究生入学统一考试《英语教学论》科目大纲（科目代码：930）学院名称（盖章）：外国语学院学院负责人(签字)：___________________编制时间：2011年6月27日《英语教学论》科目大纲（科目代码：930）一、考核要求《英语教学论》主要考核学生对英语教学的基本概念和知识、英语教学方法与流派的历史发展与演变、语言习得理论的了解和掌握。
要求考生在本科阶段学习和已有教学实践经验总结的基础上，对第一语言习得与第二语言习得机制的相关理论有初步了解，对英语教学中的核心概念有基本认识，对第二语言教学的发展演变和主要流派有所了解，并初步掌握语言教学技能和方法，具有一定的分析问题和解决问题的能力。
二、考核评价目标《英语教学论》的评价目标是：1）检测学生对语言本质以及语言教学基本概念的认识是否清晰；2）检测学生对第一语言、第二语言习得理论以及外语教学理论是否了解；3)检测学生是否对影响第二语言/外语学习成败的认知、情感以及社会文化方面的因素有初步认识；4）检测学生是初步掌握了主要的语言教学方法与流派；5）检测学生能否初步具有运用理论分析、解决问题的能力。
三、考核内容考核内容主要是外语教学流派、第二语言（外语）教学基本知识、基本概念和基本理论。
以下是具体考试范围。
Chapter 1 Language, learning, and teachingThe concept of language, the differences between L1 and L2,L2 and FL, the distinction between learning and acquisition. Chapter 2 First language acquisition theoriesBehavioristic approaches, the nativist approach, functionalapproaches, the distinction between competence andperformance.Chapter 3 Comparing and contrasting first and second language acquisition.The parameters for comparing and contrasting the firstlanguage acquisition and second language acquisition，Criticalperiod hypothesis.Chapter 4 Human learning theoriesOperant conditioning, meaningful learning, Roger’s Humanisticpsychology, transfer, interference, overgeneralizationChapter 5 Learning styles and strategiesDefinition and classification of learning styles and strategies,communication strategies, strategy training.Chapter 6 Personality factors in language learningInhibition, motivation, anxiety, risk-taking, self-esteem, empathy Chapter 7 Sociolcultural factorsCultural stereotypes, acculturation, language, thought andculture, pidginization.Chapter 8 Contrastive analysis, interlanguage and error analysisThe contrastive analysis hypothesis, markedness anduniversal grammar, interlanguage, error analysis, fossilization. Chapter 9 Communicative competenceDefinition of communicative competence, language functions Chapter 10 Language testingDefinition of test, kinds of tests, discrete point and integrativetesting.Chapter 11 Theories of second language acquisitionInput hypothesis, Attention-processing model,analysis/automaticity model.Chapter 12 Language teaching methodsGrammar-translation method, direct method, audio-lingualmethod, community language learning, suggestopedia, thesilent way, total physical response, communicative languageteaching.四、考试形式考试形式为笔试。
《英语教学论》课程教学大纲
《英语教学论》课程教学大纲（Syllabus for English Teaching Methodology）一、课程说明课程编码：、课程总学时45学时（25/20）、周学时3（2/1）、学分：2分、开课学期：第6学期。
1．课程性质《英语教学论》课程是高等师范院校英语教育专业一门必修课程，旨通过该课程的学习,引导英语师范生学习课程教学改革新理念, 树立交际语言教学观;学习语言学、心理学、二语习得等外语教学理论和外语学习理论，学习不同的英语教学法思想，掌握英语课堂交际语言教学技能；组织学生参加英语教学实践活动、帮助学生理论联系实际教学，培养学生实践教学和反思教学能力，逐步提高对英语教学的认识能力，为师范生将来从事英语教育事业奠定良好的理论和实践基础。
2．适用专业与学时分配适用于英语教育专业。
*教学内容与时间安排表3．课程教学目的与要求:I．教学目的：通过《英语教学论》课程的学习，帮助英语师范生具有新课程教学改革的理念和职业规范与师德,掌握一定的外语教学理论和外语学习理论,了解交互性语言教学的课堂教学理论基础,培养英语教学实践经历和反思教学的的能力，促进师范生在学术上的可持续发展的基本素质。
II．教学要求：教师通过多媒体讲授英语教学理论、教学流派、课程标准和教学原则等知识后，组织师范生进行小组为单位的教学内容演示等教学实践活动,提高师范生对英语教学本质的认识，使他们一定的理论高度，具备反思教学的可持续发展的能力,逐步完善自己的英语教学能力。
4．本门课程与其它课程关系本课程是在第6学期开设的专业基础必修课，学生已经学习了英语专业的一些基础课程以及一些相关的通识课之后才开设，本门课程的开设对巩固和提高英语教师专业学生的专业素质会起到积极作用。
它既能够优化教育理论课程，如心理学、教育学等，同时也能够检验学生对所学英语专业知识的把握程度及综合运用英语语言的能力。
5．推荐教材及参考书推荐教材：Davies, Eric Pearse Success in English Teaching Shanghai Foreign Language Education Press, 20052.王蔷：《英语教学法教程》，高等教育出版社，2000年。
鲁子问《英语教学论(英文版)》课后习题详解(Chapter8 ActivitiesofTeac
Chapter 8 Activities of Teaching English in SchoolsSection 11. What are the features of classroom teaching activities?Key: The features of classroom teaching activities include the following points: 1) they are designed according to students’needs; 2) they are conducive to students’language learning; 3) they are consistent with language learning theories.2. What should teachers pay attention to carrying out classroom teaching activities?Key: Teachers should pay attention to 1) the time of each teaching activity: an activity should be completed in a proper period of time and shouldn’t last too long nor too short; 2) students’ understanding of and reaction to the activities: if students don’t respond actively to the task, then the teacher should reflect upon the task and maybe adjust the task a little; 3) the consistency of activities and teaching goal: any activity that doesn’t conform to the supposed goal of teaching should be adapted.3. Please talk about the difficulties of designing classroom teaching activities and ways to overcome these difficulties based on your own teaching practice. Key: There are various difficulties: 1) the teacher may not know students’preferences of activities; 2) the teacher cannot successfully predict students’reactions to the activities; 3) the teacher doesn’t know what kind of teaching activity best suits students.To avoid the difficulties, the teachers should have a good knowledge of teachings goals and students’language level and learning styles before designing the activities. While designing the activities, the teacher can prepare extra activities in case students should fail to cooperate.Section 21. What are the features of extracurricular English activities for elementary and middle school?Key: The features include: 1) the extracurricular activities are consistent with The National Curriculum Standards; 2) they are interesting and can arouse students’interest and activate their motivation; 3) they are educational in that students can enhance their language learning.2. What should be focused on when English teachers in elementary and middle schools design extracurricular activities for students?Key: When designing extracurricular activities, teachers should pay attention to students’ learning needs, strike a balance between the time of extracurricular activities and the time of entertainment, provide samples and instructions of the activities and allows voluntary participation.。
《英语教学论》教案
《英语教学论》教案一、前言1. 教学目标：通过本章的学习，使学生了解英语教学的基本概念、教学法及其发展历程，为后续教学实践打下理论基础。
2. 教学内容：英语教学的基本概念、教学法及其发展历程。
3. 教学方法：讲授、讨论、案例分析。
4. 教学重点：英语教学的基本概念、教学法及其在实际教学中的应用。
5. 教学难点：教学法的内涵及其在实际教学中的运用。
二、英语教学的基本概念1. 教学目标：使学生掌握英语教学的基本概念，如教学目标、教学内容、教学过程等。
2. 教学内容：a. 教学目标的制定b. 教学内容的选取与组织c. 教学过程的设计与实施d. 教学评价的方法与原则3. 教学方法：讲授、讨论。
4. 教学重点：教学目标、教学内容、教学过程、教学评价的概念及其相互关系。
5. 教学难点：教学目标、教学内容、教学过程、教学评价在实际教学中的运用。
三、英语教学法及其发展历程1. 教学目标：使学生了解英语教学法的基本类型及其发展历程，掌握各类教学法的特点与应用。
a. 直接法b. 间接法c. 交际法d. 任务型教学法e. 信息技术辅助教学法f. 教学法的发展历程3. 教学方法：讲授、讨论、案例分析。
4. 教学重点：各类教学法的特点与应用。
5. 教学难点：各类教学法在实际教学中的整合与运用。
四、教学计划与教学大纲1. 教学目标：使学生掌握教学计划与教学大纲的编制方法，能够根据教学目标编写教学计划与教学大纲。
2. 教学内容：a. 教学计划的编制b. 教学大纲的编制c. 教学计划与教学大纲的实施与调整3. 教学方法：讲授、讨论、案例分析。
4. 教学重点：教学计划与教学大纲的编制方法及其在实际教学中的应用。
5. 教学难点：教学计划与教学大纲在实际教学中的实施与调整。
五、教学评价1. 教学目标：使学生了解教学评价的基本概念、方法及其在英语教学中的应用。
a. 教学评价的基本概念b. 教学评价的方法c. 教学评价的原则d. 教学评价在英语教学中的应用3. 教学方法：讲授、讨论、案例分析。
鲁子问《英语教学论(英文版)》课后习题详解(Chapter5 StrategiesofEngl
Chapter 5 Strategies of English Teaching in SchoolsSection 11. How should we arrange the seats in the classroom? How should we give instructions to our students? What interaction patterns should we employ in class? What should we do if there are discipline problems? After reading this chapter, do you know what strategy they belong to? What kind of management strategy did your teachers use? What are the similarities and differences among their management strategies? Why do you think they used them? Can you summarize your own ideas on effective management strategies?Key: 1) The seats of the classroom should be arranged according to the size of the class. The arrangement should meet different kinds of classroom activities. Meanwhile, it should help the teacher to monitor the class and students to see the teacher’s presentation.2) Different interaction patterns may be adopted based on the needs. It can be the interaction between teacher and the whole class and can also be the interaction between one student and another student, one student and several other students or a group of students and another group of students.3) If discipline problems arise, teachers should be calm enough to evaluate the situation and be flexible enough to make judgments as to whether some changes should be made.4) They belong to the teacher-strategy since they are concerned with how the teacher manages and leads the class.5) For classroom management, my teachers invariably adopt the orderly rows, since the class is very big and much of the time is spent on listening to the teacher. Not many movements are involved. As for instruction strategy, my teachers demonstrate after giving out clear instructions and always check whether we have understood their meaning. And for activity-selection strategy, they combine the participation-oriented strategy and the goal-oriented strategy.6) They all want to ensure the discipline of the class and make sure the class goes on as expected. The difference is that some teachers are too focused on one single strategy and are at a loss when something goes wrong.7) They use the strategies partly because they are effective and best for the existent circumstances, partly because they are the most common strategies know to the teaching circle.8) Effective management strategies are important in that they are part of the teaching. Whether management strategies are effective or not will decide the quality of teaching and learning. Without proper management strategies, all the preparation work might become futile.2. Do you still remember the way that your teachers gave instructions? Use the principles mentioned in this section to evaluate if they were effective.Key: When my teachers were giving instructions, they would first clearly state the instructions and then they will demonstrate how to do the tasks. Finally, they willask “Do you understand?” to check our understanding. If the questions are too easy to understand, they will not spend too much time explaining. They are effective because most often we can complete the tasks effectively.3. What types of activity have you experienced in your English learning experience? Key: There are many kinds of activities, such as: the whole class work, pair work, group work, presentation, role-play and so-on. They are effective in that they can successfully fulfill the purposes of teaching and invites students’ participation as well.Section 2How many types of questions are mentioned in this section? What are they? What are their respective features?Key: 1) Seven questions are mentioned in this section.2) They are knowledge questions, comprehension questions, application questions, inference questions, analysis questions, synthesis questions and evaluation questions.3) Knowledge questions are used to elicit factual answers; comprehension questions are used for interpretation and elaboration; application questions are used to supply information to new situations; inference questions are used to infer extra information from the materials; analysis questions are used to break down one question into several parts; synthesis questions are used to combine elements into a new pattern; evaluation questions are used to elicit judgments.Section 3How many presentation strategies are mentioned in this section? What are they? What are their respective features?Key: Fifteen strategies are mentioned. They are:1) Use previous knowledge to introduce new knowledge: it’s easier for students to accept the new knowledge;2) Use realia or pictures: it is vivid and interesting; 3) Use performance: it can arouse students’ interest; 4) Use daily communication: it is common and east to understand; 5) Do it step by step: it’s gradual and can facilitate understanding; 6) Use translation: it can attract students’attention to the new content; 7) Use circular presentation and practice: students can become familiar with the content taught ; 8) Use the new language items in advance: it can arouse curiosity; 9) Ask our students to solve problems: it can push students to find the answer by themselves; 10) Use questions: it can push students to think; 11) Use explanation: it can clarify points; 12) Use inductive learning: it can help students understand the general; 13) Use deductive learning: it can develop students’ analytic ability;14) Use inquiry learning: it invites students to be active learners; 15) Use exemplification and imitation: it is vivid and lifelike.Section 4After studying this section, have you deepened your knowledge of classroom assessment strategies? Think about the purpose of classroom assessment andspecific strategies.Key: The purpose of classroom assessment is to check the quality of teachers’teaching and students’learning. The strategies include self-assessment, peer assessment and teacher assessment, which can be conducted with the help of questionnaires, quantitative surveys, question and answer and verbal discussions.。
英语教学论的心得体会
Introduction:Teaching English as a second language (ESL) is a challenging yet rewarding profession. Over the years, I have had the opportunity to engage with students from diverse cultural backgrounds and help them improve their language skills. Through this experience, I have gained valuable insights and reflections that I would like to share in this心得体会.1. Understanding the Students' Needs:One of the most important aspects of English language teaching is understanding the needs and backgrounds of the students. Each student comes with unique experiences, learning styles, and goals. As an educator, it is crucial to recognize these differences and tailor the teaching methods accordingly.a. Cultural Sensitivity:Cultural sensitivity plays a vital role in ESL teaching. By being aware of the students' cultural backgrounds, we can avoid misunderstandings and create a more inclusive learning environment. It is essential to respect their traditions, values, and language habits while fostering a sense of belonging.b. Learning Styles:Identifying the students' learning styles is crucial for effective teaching. Some students may be more visual, while others may prefer auditory or kinesthetic approaches. By incorporating a variety of teaching methods, we can cater to different learning styles and ensure that all students have the opportunity to succeed.2. Establishing a Positive Learning Environment:Creating a positive and supportive learning environment is essential for student motivation and success. Here are a few strategies I have found effective:a. Encouraging Participation:Encouraging students to participate actively in class discussions and activities helps build their confidence and speaking skills. By creating a safe and non-judgmental atmosphere, students are more likely to express themselves and engage with the material.b. Setting Clear Expectations:Providing clear guidelines and expectations for student behavior and performance helps create a structured and predictable learning environment. This clarity can reduce anxiety and help students focus on their learning goals.3. Utilizing Technology:Incorporating technology into ESL teaching can make the learning process more engaging and effective. Here are a few technology tools and resources I have found helpful:a. Online Platforms:Using online platforms such as Coursera, edX, and Duolingo can provide students with additional learning opportunities outside the classroom. These platforms offer a variety of courses, exercises, and interactive materials that can complement traditional teaching methods.b. Mobile Applications:Mobile applications like Duolingo, HelloTalk, and Anki can help students practice their language skills in their own time and at their own pace. These apps often feature gamification elements that make learning fun and motivating.4. Assessing Student Progress:Regularly assessing student progress is crucial for monitoring their development and adjusting teaching strategies as needed. Here are a few assessment methods I have used:a. Formative Assessments:Formative assessments, such as quizzes, discussions, and presentations, provide ongoing feedback on students' understanding and performance. These assessments help identify areas where students may need additional support or challenge.b. Summative Assessments:Summative assessments, such as final exams and project presentations, measure students' overall progress and achievement. These assessments provide a comprehensive view of their language skills and help determine their readiness for the next level.5. Continuous Professional Development:As an ESL teacher, it is essential to engage in continuous professional development to stay updated with the latest teaching methods, resources, and research. Here are a few ways to foster growth and improvement:a. Participating in Workshops and Conferences:Attending workshops and conferences allows educators to network with peers, share experiences, and learn from experts in the field. These events can provide valuable insights and inspiration for enhancing teaching practices.b. Reading Research and Journals:Staying informed about current research and trends in ESL teaching can help educators refine their methods and incorporate new strategies into their practice.Conclusion:Teaching English as a second language is a dynamic and challenging endeavor. By understanding the students' needs, establishing a positive learning environment, utilizing technology, assessing student progress, and engaging in continuous professional development, ESL teachers can create a supportive and effective learning experience. As I continue to grow and learn in my teaching journey, I am reminded of the importanceof patience, creativity, and dedication in helping students achieve their language goals.。
英语教学论期末总结
英语教学论期末总结Introduction:Teaching English as a Second Language (TESL) is a challenging yet fulfilling profession that requires continuous reflection and improvement. Throughout this semester, I have experienced invaluable growth as a TESL teacher, and in this final reflection, I will discuss the importance of lesson planning, building a positive classroom environment, incorporating technology into teaching, and the role of assessment in the TESL classroom.Lesson Planning:Effective lesson planning is essential for successful TESL teaching. It provides a roadmap for the entire lesson and ensures that the objectives, learning outcomes, and activities are aligned with each other. As a teacher, I have learned the significance of clearly defined objectives and measurable learning outcomes. This helps students understand what they need to achieve by the end of the lesson and provides a clear structure for their learning journey. Additionally, lesson planning allows teachers to incorporate a variety of teaching methods and strategies to cater to different learning styles. It enables us to engage students actively through interactive activities, discussions, group work, and multimedia content. Moreover, lesson planning plays a crucial role in managing time effectively, ensuring that all important aspects of the lesson are covered within the allocated time frame.Building a Positive Classroom Environment:Creating a positive classroom environment is vital for student engagement and learning. It involves fostering mutual respect, encouraging active participation, and promoting a sense of belonging among the students. Throughout the semester, I have learned that building positive relationships with my students is foundational. By getting to know them personally and understanding their interests, strengths, and weaknesses, I can tailor my teaching methods and materials to suit their needs. In addition, I have found that incorporating cooperative learning activities and group projects cultivates a collaborative atmosphere in the classroom, enabling students to learn from each other. Providing constructive feedback and affirmation regularly also boosts students' confidence and motivates them to achieve their language learning goals.Incorporating Technology into Teaching:In today's digital age, technology plays a crucial role in language teaching and learning. It offers an array of resources and tools that can enhance the effectiveness and efficiency of teaching. Throughout this semester, I have explored various technological tools and platforms, such as online dictionaries, grammar-checking tools, multimedia presentations, virtual reality, and language learning applications. Integrating technology into my teaching has not only increased students' engagement but has also made the learning experience more interactive and immersive. For instance, using online language learning platforms allows students to practice their English skills independently, provides instant feedback ontheir progress, and offers a range of interactive exercises and games to make learning enjoyable. However, it is essential to use technology as a supplement to classroom teaching rather than a replacement. Face-to-face interactions, discussions, and activities are still essential components of effective language teaching.The Role of Assessment:Assessment plays a crucial role in the TESL classroom as it enables teachers to gauge students' progress and understanding. Throughout this semester, I have learned the importance of using a variety of assessment methods, such as formative and summative assessments, quizzes, presentations, and projects to evaluate students’ language proficiency accurately. Assessments should align with the learning outcomes and objectives, providing a fair and comprehensive measure of students' abilities. They should also provide feedback that is constructive, specific, and individualized. This feedback helps students identify their strengths and weaknesses, set goals, and make necessary improvements. Moreover, I have recognized the value of regular self-assessment and reflection for students. Encouraging them to evaluate their own performance and set personal learning goals fosters autonomy and a lifelong learning mindset.Conclusion:In conclusion, my journey as a TESL teacher this semester has been both challenging and rewarding. I have learned the importance of effective lesson planning, building a positive classroom environment, incorporating technology into teaching, and the role of assessment in the TESL classroom. As I reflect on my experience, I am grateful for the opportunity to grow and learn alongside my students. Moving forward, I am committed to continuously adapting my teaching methods and strategies to meet the ever-changing needs of my students and optimize their English language learning experience.。
《英语教学论》课程作业与思考题
《英语教学论》课程作业与思考题《英语教学论（一）》作业与思考第一单元语言观与语言学习观1. What are the three views on language?2. What are the views on language learning?3. What are the qualities of a good language teacher?第二单元交际教学原则和任务型教学思想1. What is communicative competence?2. What are the three principles of communicative language teaching?3. How is TBLT different from PPP?4. What is Task-based Language Teaching?第三单元国家英语课程标准1. What are the designing principles for the National English Curriculum 2001?2. What are the goals and objectives of English language teaching?3. What are the challenges facing English language teachers?第四单元备课与写教案1. Why is lesson planning necessary?2. What are the principles for good lesson planning?3. What are macro planning and micro planning?4. What are the components of a lesson plan?5. What are the 3P’s model and 3-stage model?1.What are the main roles teachers can play before, during and after the class?2.How to give effective classroom instructions?3.What are the different ways for student grouping?4.How to ask effective questions?5.How to treat students’ errors in the classroom?第六单元语音教学1.What is the goal of teaching pronunciation?2.What aspects of pronunciation do we need to teach?第七单元语法教学1.What are the major types of grammar presentation methods?2.What are the major types of grammar practice activities?第八单元词汇教学1. What does knowing a word involve?2. How can we present new vocabulary items effectively?3. What are some effective ways to consolidate vocabulary?《英语教学论（二）》作业与思考第九单元听力教学1.What are the characteristics of the listening process?2.What are the models of teaching listening?3.What are the common activities in teaching listening?1. What are the main characteristics of spoken language?2. What are the characteristics of successful speaking activities?3. What are the main types of speaking activities?第十一单元阅读教学1. What are the main reading skills?2. What are the main reading models for teaching reading?3. What types of activities can we use in teaching reading?第十二单元写作教学1.What are the problems in writing tasks in existing textbooks and classroom teaching?2. What is called process approach to teaching writing?3. What are the main procedures of process writing?第十三单元综合技能教学1. Why should we integrate the four skills?2. How do we organize activities of integrated skills?3. What are the implications for integrating teaching?第十四单元语言教学中的道德教育1. What does morality involve according to William J. Hutchins?2. State briefly the four models to moral development.第十五单元语言教学中的评价方法1. What is assessment? What are the differences between testing, assessment and evaluation?2. What are the purposes of assessment in language teaching?3. What are the methods of assessment?4. What are the assessment principles?第十六单元学习者个体差异与学习策略培养1. What is the theory of multiple intelligence? What are its implications for language teaching?2. What is learner training?第十七单元英语教育资源与技术的开发与利用1. How to use available resources?2. How to explore hidden resources?第十八单元教材的评估与改编1.What are the purposes for the teacher to evaluate and adapt textbook?2.What are the methods of evaluating textbooks?3.What are the features of good textbooks?4.How should the teacher select textbooks?5.What are the methods of adapting textbooks?外国语学院教师教育教研室编写。
自学考试《英语教学论》试题及答案
自学考试《英语教学论》试题及答案自学考试《英语教学论》试题及答案一、选择题1、下列哪个词不属于《英语教学论》中的教学用语？（） A. 教授B. 学习C. 评估D. 管理答案：D2、《英语教学论》中的“5Cs”理论是由谁提出的？（） A. Benjamin S. Bloom B. David Nunan C. Ken Goodman D. None of the above 答案：B3、在《英语教学论》中，哪一个理论强调了语言学习的社会性？（）A. Behaviorism theoryB. Cognitive theoryC. Constructivism theoryD. Social constructivism theory 答案：D4、下列哪个理论在《英语教学论》中被视为一种全面的、综合的教学法？（） A. Task-based language teaching B. Communicative language teaching C. Total physical response D. None of the above 答案：B5、下列哪个评估方法在《英语教学论》中被认为是一种自我修正的评估方法？（） A. Oral exams B. Written exams C. Portfolio assessment D. None of the above 答案：C6、下列哪个课堂活动在《英语教学论》中被认为是一种交互性活动？（） A. Group discussions B. Individual reading C. Solitary practice D. None of the above 答案：A7、下列哪个理论在《英语教学论》中强调了语言学习的个性化？（）A. Behaviorism theoryB. Cognitive theoryC. Constructivism theoryD. None of the above 答案：C8、下列哪个教学原则在《英语教学论》中被强调？（） A. Maximum practice B. Minimum guidance C. Gradual release D. None of the above 答案：D9、下列哪个理论在《英语教学论》中被称为一种行为主义理论？（）A. Task-based language teachingB. Communicative language teachingC. Total physical responseD. None of the above 答案：C10、下列哪个课堂活动在《英语教学论》中被称为一种“接受性”活动？（） A. Group discussions B. Individual reading C. Solitary practice D. None of the above 答案：B二、简答题11、请简述《英语教学论》中的“5Cs”理论的主要内容。
鲁子问《英语教学论(英文版)》课后习题详解(Chapter4 PrinciplesofEngl
Chapter 4 Principles of English Teaching in SchoolsSection 11. How can you determine whether an activity is student-centred?Key: A students-centered activity should meet the following standards: it should emphasize how to learn instead of how to teach; the teaching content should be on language skills instead of language content; there should be an increasing attention to students; the way the teaching content is presented should change.2. With reference to the National Curriculum Standards, can you explain how to implement the student-centred principle?Key: To implement the student-centered principle under the guidance of National Curriculum Standards, the whole teaching process should be consistent with students’ needs. In the textbook analysis, teachers should adapt the content of teaching materials and activities to students’psychological needs; in lesson preparation, teachers should understand students’ current knowledge and skills form feedback; in teaching activities, teachers should plan and prepare varied teaching activities according to the knowledge structures, learning motivation, interests and other characteristics of the students; in teaching methods, teachers should adopt varied teaching methods to help students feel and understand language intuitively.Section 2The reasonable objective principle must be combined with the student-centred principle to achieve teaching goals. Explain the differences in the teaching objective at elementary, junior middle and senior middle school when dealing with the topic on sports.Key: When teaching elementary students the topic of sports, teachers should impart to them some everyday sports activities such as badminton, ping-pong, running and swimming. Besides, students should be able to make one or two sentences with these activities, for example, I like ping-pong. No written work should be involved in this stage. While teaching junior students the topic of sports, teachers should extend sports activities to a wider range and the expressions and sentences involved should be more various. Students should use more complicated sentences to express their sports preference, such as my favorite sports is...; I prefer...to...and so-on. And, they should also be able to develop dialogues in sports. When it comes to teaching senior school students the topic of sports, dialogues should not only be longer in length, but should be deeper in depth. Compositions can be used to enhance the topic.Section 31. Explain the relationship between the effective principle and the student-centred principle.Key: The two principles are interrelated: on the one hand, to conduct the effectiveprinciple, teachings activities must be student centered and must obey the student-centered principle; on the other hand, teaching activities based on the student-centered principle are certainly effective in practice. They interact with each other and reciprocate each other.2. What kinds of class activities are most effective?Key: Student-centered activities are most effective. These activities are conducive to students’ needs, consistent with the reasonable teaching plan, use language that is easy to understand, pay attention to students’ response and encourage students to ask questions and evaluate themselves.Section 4The following dialogue is a typical example of sentence pattern exercises. Which one do you think is more adapted to the realistic principle?1. A: What is on the table?B: There is a book on the table.2. A: Where are my shoes?B: Under the bed.Key: Obviously, the second dialogue is more adapted to the realistic principle. The fact is that in real life we don’t speak out every word as is required in the textbook. Some unnecessary words are omitted to save both time and energy and more are omitted especially when a person’s style is simple or the situation doesn’t permit long sentences.。
鲁子问《英语教学论(英文版)》课后习题详解(Chapter7 ProcessofEnglish
Chapter 7 Process of English Teaching in SchoolsSection 1After studying this section, have you learned(1) the basic principles of CLT and TBLT?(2) the stages in CLT and TBLT classes?(3) some ways to solve problems that occur in classrooms?Key: (1) The basic principles include: 1) there should be clear goals for each task-based lesson; 2) the goals of TBLT instruction cover language structure and vocabulary and accuracy, complexity and fluency; 3) the goals can also be developing learning strategies or integrating prior lessons, not necessarily just the knowledge or skills taught in the unit; 4) there should be a variety of goals to ensure systematic language development.(2) The stages in CLT and TBLT classes include pre-task stage, while-task stage and post-task stage. The pre-task stage includes task preparation and planning, during which students can use mind-maps, activate background knowledge, introduce new materials and provide sample tasks or imitation and practice. The while-task stage is a process of language acquisition. Group task or individual task could be designed. And the teacher should give explicit instructions. The post-task stage can attend to language forms, at which students are given opportunities to repeat the tasks and are encouraged to reflect on theprocess of task accomplishment and focus on form. This stage includes task reflection and students’ reflection and feedback.(3) When problems occur in classrooms, the teacher should first stay calm to reevaluate the situation. Then, the teacher can analyze the situation and find out the reasons: it is because students don’t understand the instructions or they are not able to complete the task? The teacher can also choose to talk with students over the problems and the solutions. One thing to bear in mind is that classroom activities don’t have to be consistent with the teaching plan. Flexibility and adjustability are needed when necessary.Section 21. What is the essence of PWP process?Key: The essence of PWP process is that learning is a process, which is the law of conception. Students first get to know new knowledge with what they have known; then they process new knowledge; finally, they need to practice and revise what they have learned to deepen their understanding.2. How can you connect TBL with PWP?Key: In TBL, there are three stages: the pre-task stage, the while-task stage and the post-task stage, while in PWP, there are also three similar stages: the pre-stage, the while-stage and the post-stage. Both TBL and PWP divide teaching and learning into several stages and allow time for students’ understanding and assimilation. The difference is that TBL concerns with tasks while PWP concernswith classroom activities.。
英语教学论_课程
英语教学论_课程（一）《英语教学论》课程一、单项选择题Section I: Basic Theories and PrinciplesQuestions 1—10 are based on this part.Directions: Choose the best answer for the following questions and write your answers in the brackets.1. Which is true of the Natural Order of language acquisition? ()A. The Natural Order, consists of Listening to a great deal of meaningful language input, then Speaking, then Reading to a great deal of meaningful input, and finally Writing.B. The Natural Order, consists of Speaking to a great deal of meaningful language input, then Listening, then Reading to a great deal of meaningful input, and finally Writing.C. The Natural Order, consists of Listening to a great deal of meaningful language input, then Speaking, then Writing to a great deal of meaningful input, and finally Reading.D. The Natural Order, consists of Reading to a great deal of meaningful language input, then Speaking, then Listening to a great deal of meaningful input, and finally Writing.2. Which is true of authenticity? ()A. Language is simplified in some way for the convenience of learners of the language.B. An authentic text is one that has been written specially for language students.C. Authenticity in the language classroom includes the use of authentic materials, designing authentic classroom activities, and the teacher speaking authentically to the students.D. It is not close to the sort of thing one would do in real life.3. Reading is ()A. Reading is recognizing the written words in a text.B. Reading is the ability to articulate the words and pronounce them correctly.C. Reading is an active process. It constantly involves guessing, predicting, checking and asking oneself questions.D. Reading is the ability to remember words only.4. Pre-listening activities may serve several purposes except ()A. they can help students establish listening expectations.B. students use the information or language they acquired to do something else.C. pre-liste ning activities can activate students’ prior knowledge about the topic.D. they can arouse studen ts’ interest in learning.5. In ______stage, students are given the opportunities to use the newly presented language items in a controlled framework. This may be done by drills, or by repeating parts of the dialogue presented in the first stage. This stage is intended to develop accuracy skills. ()A. practiceB. presentationC. productionD. preparation6. A child watches cartoon on TV. Please choose why people listen in this situation. ()A. to extract informationB. to maintain social relationsC. to be entertainedD. to study7. Which of the following belongs to live presentation?()A. Published cassettesB. Friend’s talkC. Video tapesD. Recorded pop songs8. Which word has a positive connotation?()A. arrogantB. confidentC. stubbornD. mean9. A lesson plan is NOT influenced by ()A. physical conditionB. human factorsC. syllabusD. stationery10. The procedure of designing free writing tasks does NOT include ()A. getting ideas on the topicsB. selecting one ideaC. expanding one ideaD. editing二、简答题Section II: Problem SolvingDIRECTIONS: Situations in classroom teaching are provided here. In each situation there are some problems. Firstly, identify the problems; secondly, provide your own solutions according to the communicative language teaching principles and explain in details.1. Some teachers pay particular attention to the comfort ofthe classroom, and the learning environment: the lights are soft, the chairs are comfortable, there is soothing music playing in the background, texts are read to the students gently by the teacher. Finally the texts are given to the students with a parallel translation in their mother tongue and they work through it asking the t eacher questions about things they don’t understand in it.What do you like about this method? Why do you think translations of the text are given? What have we gained from the Humanists in our approach to teaching a foreign language?2. Read the following listening text, and try to design five different post-listening activities for it. You also need to make a brief statement of the purpose of your activity.Kate is going to the supermarket to buy some food. First, she decides what she needs to buy at home. How much bread does she need? What kind of vegetables? Is there enough fruit? Next, Kate makes a shopping list. She is going to buy two chickens, some cabbages, four tomatoes and two loaves of bread. She is going to buy 3 bottles of milk a nd 12 eggs. But she’s afraid she hasn’t got enough money, so she’ll have to stop at the bank on her way to the supermarket.(From Senior English Text book, Listening Workbook, Book 2A, PEP)3. There are different styles of grammar teaching and each style of grammar teaching has its benefits and drawbacks. Could you think over inductive grammar teaching and try to fill in the following tables with as many comments as you can.Inductive Grammar TeachingBenefits Drawbacks三、案例题Section III: Mini-lesson Plan or Text AnalysisDIRECTIONS: Read the following text carefully and complete the teaching plan.The text is a dialogue for teaching speaking for primary students. Design activities for teaching speaking in context if necessary.Chen: Welcome to our school!This is t he teacher’s office.That is my classroom.Visitor A: How many students are there in your class?Chen: Forty-five.Visitor B: Do you have a library?Chen: Yes.Visitor A: Do you have lunch at school?Chen: Yes! The canteen is on the first floor.This way, please.Your lesson plan should include the following aspects:Lesson Plan:1) Name(s) of activity (ies)2）Objective(s) of the activity(ies)3) Type(s) of the activity (ies)4) Classroom organization of the activity (ies)5) Teacher’s role(s)6) Students’ role(s)7) Teacher working time8) Student working time9) Teaching aid(s)10) Predicated problem(s)11) Solution(s)12) Homework13) ProceduresA. PreB. WhileC. Post。
英语教学论
英语教学论1.In principle, any grammatical structure orvocabulary item maybe used within a variety of notions, functions,topics and situation s.2.Fluency activitiesmake for linguistic competence and accurcy activities make for commu nicative competence.3.English is more difficult to learn than Chinese.4.The spoken form of language is more basic than the written form.5.The cognitive psychology believes that language learning is a process of habit formati on.6.Accuracy and fluency are equally importantin language learning.7.教师不仅是教材的使用者，还是教材的研制者和开发者。
对于中学而言，教材就是全部课程资源。
8.When a person recalls the early experienceof being taught in his later years, he ofte n remembers what he did rather than what the teacher did.9.Different teachers have different styles ofteaching. But it is generally agreed that most successful teachers move around the cl assroom to some extent.10.It is generally accepted that the role of coursebook is to be at the service of teache rs and learners but not to be their masters.11.In a cognitive approach, the learner is seen as an active participant in the learning process, using various stategies in order t o sort out the system of language to be lea rned.12.It is generally considered that the behaviorist theory is better than the cognitive th eory.13.Learning English should be a mechanical practice. It does not require active involveme nt, reasoning and thinking.14.A general assumption is that the learning that takes place in natural and educational settings are the same in nature.15.Fluency comes naturally after accuracy英语教学论试题一、判断题（每小题1分共15分）1. 课堂教学实践中要求学生根据班里同学的体能状况，讨论参加学校运动会的人选体现了结构主义语言观。
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Chapter 14 Educational Technology and Resources for English Teaching in
Schools
Section 1
1. What kind of E-media do you frequently use? What do you take into consideration when you choose it: the effect or convenience? Please give your reasons.
Key: I often use the computer since it’s both effective and convenient. On the computer, I can display English songs or audio materials and pictures and even audiovisual films. It’s easy to operate and saves a lot of time. And students can learn better with the pictures and sounds presented.
2. Is the instructional media that you use most the most effective one? Please share your experience with your partner.
Key: Perhaps not. The teaching aids should be chosen according to the actual needs of students and teaching and there is no need to turn to multi-media if there is no necessity, say, the teacher is to explain a grammar point. Never should too many sounds or pictures be piled together on the screen. They should be organized in order and to the point.
Section 2
1. Is the saying “the more resources, the better” correct? Why?
Key: The saying is not correct. The reasons include 1) more resources cause too much burden, which may be too much for students to assimilate at a time; 2) some of the resources may have nothing to do with teaching content and should be eliminated; 3) even if they are all useful for the teaching, they should be filtered since there is a limit of time of each lesson. As long as resources are ordered to the point and can successfully achieve the goal of teaching, they are good enough.
2. How can we develop supplementary resources?
Key: In order to develop appropriate supplementary resources, we should first analyse the learning contents and find what the gap is between these and the students' learning objectives. We can then develop learning resources in keeping with the language difficulty of the learning contents as well as the learning objectives for students' study of the text, thus accelerating the realization of the learning objectives.。