王蔷《英语教学法教程》笔记和课后习题(含考研真题)详解(口语教学)【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(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(英语教育资源的开发与利用)【圣才出品】
第17章英语教育资源的开发与利用17.1 复习笔记本章要点：1. Resources available for teaching可用的教学资源2. Finding or creating some resources yourself自己发现或创造资源3. Exploring hidden resources探索隐性资源4. Creating your own resources for teaching and learning创造自己的教学资源本章考点：可用的教学资源有哪些；自己发现或创造资源；探索隐性资源；创造自己的教学资源。
本章内容索引：Ⅰ. Resources available for teaching1. Definition of Resources2. Finding or creating some resources yourselfⅡ. Exploring hidden resourcesⅢ. ConclusionⅠ.Rsources available for teaching（可用的教学资源）1. Definition of Resources（教学资源的定义）It refers to books, any person, animals, or any object, that make teaching and learning easier, clearer and more interesting. Obviously, in teaching English, we will need different kinds of resources to make our teaching more effective. Some publishers nowadays provide teachers with a package of materials which include flashcards, pictures, storybooks, tapes or CD-ROMs.教学资源主要包括课本、人、动物以及任何让教学更简单、更清晰、更有趣的物体。
王蔷《英语教学法教程》笔记和课后习题(含考研真题)详解(综合技能)【圣才出品】
第13章综合技能13.1 复习笔记本章要点：1. Reasons for integrating the four skills整合四项技能的原因2. Ways to integrate the four skills整合这四项技能的方法3.Implications for teaching整合这四项技能对教学的启示4. Limitations of integrating the four skills整合这四项技能的缺陷本章考点：整合四项技能的原因；如何整合这四项技能；整合这四项技能对教学的启示；整合这四项技能的缺陷。
本章内容索引：Ⅰ. Reasons for integrating the four skillsⅡ. Ways to integrate the four skillsⅢ. Implications for teaching1. Focus on discourse2. Adjusting the textbook contents3. Adjusting the timetableⅣ. Limitations of integrating the four skillsⅤ. ConclusionⅠ. Reasons for integrating the four skills|（整合四项技能的原因）【考点：整合四项技能的原因】In our daily lives, we are constantly performing tasks that involve a natural integration of language skills simply because skills are rarely used in isolation. One’s overall competence in a foreign language involves performing effectively a combination of the skills.我们在现实生活中完成的任务需要综合四项技能。
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(语音教学)【圣才出品】
第6章语音教学6.1 复习笔记本章要点：1. The role of pronunciation语音的角色2. Factors that determine whether students need to focus on pronunciation决定学生是否需要关注语音的因素3. Critical Period Hypothesis关键期假说4. The realistic goal of teaching pronunciation语音教学的实际目标5. Three aspects of pronunciation to teach语音教学的三个方面6. Focusing on a sound; Perception practice; Production practice单音练习; 知觉/领会性练习; 生成性练习7. Practicing stress and intonation 练习重音和语调本章考点：语音的作用；决定学生是否需要关注语音的因素；关键期假说；决定学生流利语音的因素；语音教学的实际目标；语音教学的三个方面；单音练习；知觉/领会性练习；生成性练习；两种不同类型的重音；表示重音类型的三种方式。
本章内容索引：Ⅰ. The role of pronunciationⅡ. The goal of teaching pronunciation1. Critical Period Hypothesis2. Factors that determine if the students can aquire native-like English pronunciation3. The realistic goal of teaching pronunciationⅢ. Aspects of pronunciation1. Three aspects of pronunciation to teach2. One common problem in learning pronunciationⅣ. Practicing sounds1. Focusing on a sound2. Perception practice3. Production practiceⅤ. Practicing stress and intonation1. Practicing stress2. Practicing intonationⅥ. ConclusionⅠ. The role of pronunciation（语音的作用）【考点：语音的作用；决定学生是否需要关注语音的因素】Whether pronunciation needs special attention or focus in language teaching depends on many factors, especially learner factors.语言教学中是否需要特别关注语音取决于许多因素，尤其是学习者因素。
王蔷《英语教学法教程》笔记和课后习题(含考研真题)详解(词汇教学)【圣才出品】
第8章词汇教学8.1 复习笔记本章要点：1. The role of vocabulary uncertainty词汇的不确定性因素2. About knowing a word学习词汇应该包含的内容3. Understanding of its denotative and connotative meaning; 理解其外延意义和内涵意义4. Understanding the sense relations among words理解词汇间的语义关系5. Receptive and productive vocabulary接受性词汇和产出性词汇6. Ways of presenting vocabulary讲授词汇的方法7. Things a teacher does after presentation教师讲完词汇后应该做什么8. Ways of consolidating vocabulary巩固词汇的方法9. Developing vocabulary learning strategies发展词汇学习策略本章考点：理解词汇和词汇学习；词汇的不确定性因素；学习词汇应该包含的内容；词汇的学习；接受性词汇和产出性词汇；讲授词汇的方法；教师讲完词汇后应该做什么；巩固词汇的方法；词汇学习的策略。
本章内容索引：Ⅰ. Understanding vocabulary and vocabulary learningⅡ. About knowing a word1. Knowing a word2. Vocabulary learningⅢ. Ways of presenting vocabulary1. The methods to present and explain vocabulary2. Things a teacher does after presentationⅣ. Ways of consolidating vocabularyⅤ. Developing vocabulary learning strategies1. Review regularly2. Guess meaning from context3. Organize vocabulary effectively4. Use a dictionary5. Manage strategy useⅥ. ConclusionⅠ. Understanding vocabulary and vocabulary learning （理解词汇和词汇学习）【考点：理解词汇和词汇学习；词汇的不确定性因素】The role of vocabulary seems to have received more consistent understanding.大家对词汇的角色的认识基本上是一致的。
王蔷《英语教学法教程》笔记和课后习题(含考研真题)详解-第7~10章【圣才出品】
第7章语法教学7.1 复习笔记本章要点：1. The role of grammar in language learning语法在语言教学中的角色2. Grammar presentation: the deductive method; the inductive method; the guided discovery method 演示法：演绎法，归纳法和引导发现法3. Distinction between implicit and explicit knowledge隐性知识与显性知识的差异4. New approaches to teaching grammar新的语法教学5. Grammar practice: Mechanical practice; Meaningful practice; Using prompts for practice语法练习：机械性练习；意义性练习；使用提示本章考点：语法在语言教学中的角色；演示法：演绎法，归纳法和引导发现法及它们的优缺点；隐性知识与显性知识的差异；新的语法教学；语法练习：机械性练习；意义性练习；使用提示。
本章内容索引：Ⅰ. The role of grammar in language learningⅡ. Grammar presentation1. The deductive method2. The inductive method3. The guided discovery method4. Distinction between implicit and explicit knowledge5. New approaches to teaching grammarⅢ. Grammar practice1. Mechanical practice2. Meaningful practice3. Using prompts for practiceⅣ. ConclusionⅠ. The role of grammar in language learning（语法在语言教学中的角色）【考点：语法在语言教学中的角色】Despite many different views about the role of grammar in language learning, the importance of grammar cannot be denied. Grammatical competence is essential for communication.人们对语法在外语教学中的价值众说纷纭，意见不一，尽管如此，语法的重要性是不言而喻的。
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》配套题库【章节题库】（口语教学）【圣才出品】
王蔷《英语教学法教程》配套题库【章节题库】（口语教学）【圣才出品】第10章口语教学Ⅰ. Fill in the blanks.1. Maximum foreign talk, even participation, _____, and _____ are the four characteristics which are common in successful speaking tasks.【答案】high motivation，right language level【解析】成功的口语任务具有四个常见的特征：尽量用外语交谈、公平参与、高度的动机、合适的语言水平。
2. One of the characteristics of speech in everyday life is that speech is _____. That is, in most situations, people do not plan ahead of time what they are going to say. 【答案】spontaneous 【解析】即时性是日常口语的特征之一；也就是说，在大多数情况下，人们不会提前计划好将要说什么。
3. One advantage in learning to speak compared with learning to write is that the speaker gets immediate feedback from the _____, so the speaker can adjust the message immediately.【答案】listener【解析】和写作学习相比，口语学习的优势是说话者可以从听话者那里获得即时的反馈，因而可以立即调整话语。
4. For most students who are learning English in schools in China, the _____ is perhaps the major if not the only place for them to encounter English.【答案】classroom【解析】对于大多数在国内学校学习英语的学生而言，教室倘若不是唯一使用英语的场所，也是主要的场所。
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》笔记和课后习题(含考研真题)详解(教学评价)【圣才出品】
第15章教学评价15.1 复习笔记本章要点：1. The differences between testing, assessment and evaluation 测试、评价和评估的区别2. Assessment purposes评价目的3. Methods for assessment评价方法4. The ways to gather students learning information收集学生学习信息的方法5. Different criteria or references of assessment评价的不同标准或参考6. Criteria to assess portfolios评估学生档案的原则7. Assessment principles评价原则8. Drawbacks of using tests for assessment测试评价的缺点9. T est items can be designed in various formats不同形式的测试项目本章考点：测试、评价和评估的区别；评价目的；评价方法；收集学生学习信息的方法；评价的不同标准或参考；如何评估学生档案；评价原则；测试评价的缺点；不同形式的测试项目。
本章内容索引：Ⅰ. Understanding assessmentⅡ. Assessment purposes1. For administrators2. For teachers3. For parents4. For studentsⅢ. Methods for assessment1. Summative assessment2. Formative assessment3. The ways to gather students’learning informationⅣ. Criteria for assessment1. Different criteria or references of assessment2. Criteria to assess portfoliosⅤ. Assessment principlesⅥ. T ests in assessment1. Drawbacks of using tests for assessment2. Test itemsⅦ. ConclusionⅠ. Understanding assessment（理解评价）【考点：测试、评价和评估的区别】The differences between testing, assessment and evaluation:测试、评价和评估的区别：Testing: It often takes the ‘pencil and paper’form and it is usually done at the end of a learning period, such as unit-test, mid-term-test, semester-test etc.测试：通常是“笔纸”形式，通常发生在一个学习阶段末尾，如单元测试、期中测试和期末测试等。
王蔷《英语教学法教程》笔记和课后习题(含考研真题)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14.1 复习笔记本章要点：1. Moral learning and English德育与英语2. Values involved in morality德育的价值观点3. Activities for moral learning德育的行为4. Suggested activities for an explicit focus on moral development发展德育行为的活动5. The roles of the teacher教师在学生德育发展方面的作用6. The roles of the school学校在学生德育发展方面的作用本章考点：德育与英语；德育的价值观点；德育的行为；发展德育行为的活动；教师在学生德育发展方面的作用；学校在学生德育发展方面的作用。
本章内容索引：Ⅰ. Moral learning and English1. Moral learning in English teaching2. Values involved in moralityⅡ. Activities for moral learningⅢ. The roles of the teacher1. T eacher as role model2. T eacher as curriculum developerⅣ. The roles of the schoolⅤ. ConclusionⅠ. Moral learning and English（德育与英语）【考点：德育与英语的关系；德育包含的价值观点】1. Moral learning in English teaching（英语教学中的德育）Teachers are not just responsible for students’intellectual or physical development; teachers are also responsible for students’moral development.教师不仅对学生的智力或身体发展负责，还对其道德发展负责。
王蔷《英语教学法教程》笔记和课后习题(含考研真题)详解(教案设计与书写)【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-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】(口语教学)【圣才出品】
第10章口语教学Ⅰ. Fill in the blanks.1. Maximum foreign talk, even participation, _____, and _____ are the four characteristics which are common in successful speaking tasks.【答案】high motivation，right language level【解析】成功的口语任务具有四个常见的特征：尽量用外语交谈、公平参与、高度的动机、合适的语言水平。
2. One of the characteristics of speech in everyday life is that speech is _____. That is, in most situations, people do not plan ahead of time what they are going to say. 【答案】spontaneous【解析】即时性是日常口语的特征之一；也就是说，在大多数情况下，人们不会提前计划好将要说什么。
3. One advantage in learning to speak compared with learning to write is that the speaker gets immediate feedback from the _____, so the speaker can adjust the message immediately.【答案】listener【解析】和写作学习相比，口语学习的优势是说话者可以从听话者那里获得即时的反馈，因而可以立即调整话语。
4. For most students who are learning English in schools in China, the _____ is perhaps the major if not the only place for them to encounter English.【答案】classroom【解析】对于大多数在国内学校学习英语的学生而言，教室倘若不是唯一使用英语的场所，也是主要的场所。
王蔷《英语教学法教程》笔记和课后习题(含考研真题)详解(外语课堂管理)【圣才出品】
第5章外语课堂管理5.1 复习笔记本章要点：1. The role of teachers and teachers’new roles教师的角色和新角色2. Classroom instructions课堂教学3. Rules to follow for making instructions effective 使课堂教学有效的方法4. Student grouping学生分组5. Discipline in the language classroom语言课堂的纪律6. Strategies to maintain discipline in their classroom 维持课堂纪律的策略7. Questioning in the classroom课堂提问8. Classification of question types课堂提问的类型9. The distinction between mistakes and errorsmistakes 和errors的区别10. Deal with spoken errors处理口头错误本章考点：教师的角色：设计者；管理者；评定者；组织者等以及教师的新角色；课堂教学的定义以及使课堂教学有效的方法；学生分组的几种类型及分组方式；纪律和无纪律的概念；维持纪律的方法；课堂问题的类型及相关定义；mistakes和errors的区别；如何处理口头错误。
本章内容索引：ⅠDefiniton of classroom managementⅡ. The role of the teacher1. Before the class2. During the class3. After the classⅢ. Classroom instructionsⅣ. Student grouping1. The most common student groupings2. Grouping methodsⅤ. Discipline in the language classroom1. Discipline vs. indiscipline2. Maintaining disciplineⅥ. Questioning in the classroom1. Classification of question typesⅦ. Dealing with errors1. The distinction between mistakes and errors:2. Dealing with spoken errors3. Time for correctting4. Ways for correcttingⅧ. ConclusionⅠ. Definiton of classroom management（课堂管理的定义）Classroom Management refers to the way teachers organize what goes on in the classroom.课堂管理指的是教师组织课堂进行的方式、方法。
王蔷《英语教学法教程》课后习题详解(口语教学)【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 thesentence. 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 ofthe 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。
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第10章口语教学10.1 复习笔记本章要点：1. Characteristics of spoken language口语的特点2. Four common features of spoken language口语的四个共同特征3. Activities help prepare students for real-life speech in English 为学生做好日常口语准备的活动4. General principles of teaching speaking口语教学的普遍原则5. Two factors considered in designing speaking tasks设计口语任务要考虑的两个因素6. Common characteristics in successful speaking task成功的口语任务的共性7. Two types of communicative speaking activities两种不同类型的交际口语活动8. Some kinds of speaking activities几种不同类型的口语活动9. Advantages of using group in speaking tasks使用分组教学的优势本章考点：口语的特点及对教学的暗示；口语的四个共同特征；为学生做好日常口语准备的活动；口语教学的普遍原则；设计口语任务要考虑的两个因素；成功的口语任务的共性；两种不同类型的交际口语活动；几种不同类型的口语活动；使用分组教学的优势。
本章内容索引：Ⅰ. Differences between spoken and written language1. Characteristics of spoken language2. Four common features of spoken language3. Activities helpful to prepare students for real-life speech in English4. Some implications to teachingⅡ. Principles for teaching speakingⅢ. Designing speaking tasks1. Two factors considered in designing speaking tasks2. Common characteristics in successful speaking tasksⅣ.Types of speaking tasks1. Two major purposes for listening2. Two types of communicative speaking activities3. Some kinds of speaking activities4. Other speaking activitiesⅤ.Organizing speaking tasksⅥ.ConclusionⅠ.Differences between spoken and written language （口语与书面语的区别）【考点：口语的特点及对教学的暗示】Speaking is a skill that the students will be judged upon most in real-life situations.口语是用来判断学生在实际生活中使用最多的技能。
1. Characteristics of spoken language （口语的特点）Any tasks for practicing speaking should reflect the special characteristics of spoken language.任何口语练习任务应该反应口语的特殊特性。
①One of the characteristics of speech in everyday life is that speech isspontaneous. The fact that speech is spontaneous means that it is full of false starts, repetitions, incomplete sentences, and short phrases.现实生活中口语的一大特征是自发性。
口语是自发的，指的是在口语中充满不当的始发话语、重复、不完整的句子和短语。
②Another aspect of producing spoken language is the time-constraint.口语的另一个特征是有时间约束。
The students must be able to produce unplanned utterances in real time, otherwise people will not have the patience to listen to them.在现实生活中学生必须在没有准备时能进行口语交流，否则人们将没有耐心听他们说话。
2. Four common features of spoken language （by Bygate, 1987）（口语的四个共同特征）①Using less complex syntax;很少用复杂句型；②Taking short cuts, e.g. incomplete sentences;采用简短的语言，比如不完整的句子；③Using fixed conventional phrases/chunks;使用固定的常用短语或语块；④Using devices such as fillers, hesitation devices to give time to think beforespeaking.在说话前花时间使用填充词、停顿技巧。
3. Activities helpful to prepare students for real-life speech in English （为学生做好日常口语准备的活动）（Adapted from Bygate, 1987:8）①reading aloud; 大声朗读；②giving a prepared talk; 发言前作好准备；③learning a piece of text or dialogue by heart; 用心学习文章或对话；④interviewing someone, or being interviewed; 采访别人或被采访；⑤doing a drill. 进行操练。
The 4th one is the only activity that would help students prepare for spontaneous speech; the 2nd one is the only other activity that is realistic; Theother three activities are merely language practice activities that have very little basis in real life and therefore need to be supplemented with more realistic activities especially as the level of the learner increases.第4个是帮学生准备自发性言语的唯一活动；第2个是唯一的实际的活动，其它三个活动只是语言练习活动，缺少现实基础，因此，随着学习者能力的加强，他们需要更多贴合实际的练习。
One advantage in learning to speak compared with learning to write is that the speaker gets immediate feedback from the listener, so the speaker can adjust the message immediately.与学习写作相比，学习用口语交流的一个优点是可以得到听者的即时反馈，所以说话者可以立刻调整信息。
4. Some implications to teaching（对教学的启示）When speaking, it is quite natural for people to repeat, rephrase, ask for clarification or use incomplete sentences. Both teachers and students need to learn to accept repetitions, rephrases, hesitations, incomplete sentences, fillers or pauses.当说话时，人们重复、改述、要求用明确的话语或使用不完整的句子是都是很自然的事情。
老师和学生应该学会接受别人说话时的重复、改述、犹豫、不完整的句子、补充或停顿。
In training students’speaking skills, features of natural speech should be accepted. This does not only have implications for teaching speaking but also for assessing speaking.在训练学生的语言表达技巧时，应该接受自然的口语特性。
这不仅对英语教学还对评估教学有启示作用。
Ⅱ. Principles for teaching speaking（口语教学的原则）【考点：口语教学的原则】General principles of teaching speaking that teachers should be aware of：教师应该意识到的口语教学的普遍法则：（1）Balancing accuracy-based with fluency-based practices（平衡以准确度为基础的练习和流畅性为基础的练习）Structure-based practice: a focus on forms—grammar, vocabulary and so on/linguistic competence.基于结构的练习：注重形式—语法、词汇等也就是语言能力。