《英语教学法》作业参考答案

《英语教学法》作业参考答案

Part I Basic Ideas in Language Teaching

１．B ２．D ３．B ４．B ５．A ６．A

７．C ８．D ９．D １０．C １１．A １２．D

１３．A １４．B １５．Ｄ１６．Ａ１７．A １８．C

１９．D ２０．A ２１．Ｃ２２．Ｄ２３．C ２４．A

Part II Teaching Activities( 客观试题，每题1分，共10分)

２５．∨２６．∨２７．×２８．×２９．×３０．∨

３１．×３２．∨３３．×３４．×３５．∨３６．×

３７．∨３８．∨３９．∨４０．×４１．×４２．×

４３．×４４．∨４５. ×４６．×４７．×４８．∨

Part III Teaching Principles

４９．∨５０．∨５１．×５２．∨５３．×５４．∨

５５．∨５６．×５７．×５８．×５９．∨６０．×

６１．×６２．∨６３．×６４．∨６５．×６６．∨

６７．∨６８．∨６９．×７０．∨７１．×７２．∨Part IV Teaching of Language and Language Skills

７３．disagree ７４．ｄisagree ７５．agree ７６．agree ７７．agree ７８．agree ７９．disagree ８０．Disagree ８１．Agree ８２．agree ８３．agree ８４．Disagree ８５．Disagree ８６．ｄisagree ８７．Agree

８８．Agree ８９．Agree ９０．Agree ９１．Agree ９２．Disagree ９３．Agree ９４．Disagree ９５．Agree ９６．Agree

Part V Teaching Planning

１．Lesson Plan

AIMS: A) To have students learn simple present tense

B) To know scientific report

NEW LEXIS: A) seed, dandelion, sycamore, parachute, parachute, burdock, fur

B) scatter, stick to, twist, throws out, shakes out, drop out

GRAMMAR/STRUCTURE: by wind, by bird, like, so that..

PROCEDURE

WARM-UP ACTIVITIES (5min)

A) warm-up, game, picture of Nature,

B) free discussion of natural phenomenon, questions

C) review of present tense by using daily examples

Stage 1: PRESENTATIOON (10min)

A) read aloud, general impression of the story

B) introduction, story of seeds

C) vocabulary, its use in everyday life,

Stage 2: PRACTICE (15min)

A) write more examples in groups

B) discuss seeds and students’ own experiences

C) give cues for students to add more to the role of Nature in scattering seeds everywhere Stage 3: PRODUCTION (10MIN)

A) write natural phenomenon, papers exchange,

B) use present tense to report, arguments,

C) make dialogues about Nature

Homework: write something about wind, bird, rain, etc.

Reserve activity: analogy of seeds, human beings and seeds

Visual aids: flash, slide show

２．Lesson Plan

AIMS: A) To learn simple past tense, describe past actions

B) To learn the structure of “to do” as object

NEW LEXIS: be annoyed, manage to, make up one’s mind, put an end to, pretend to, out of mouth…GRAMMAR/STRUCTURE: to leave someone doing,

PROCEDURE

WARM-UP ACTIVITIES (5min)

A) warm-up, game, picture of seeing a doctor

B) free discussion of hospital or clinic

C) review of past tense by using daily examples

Stage 1: PRESENTATIOON (10min)

A) read aloud, general impression of the story

B) introduction, story of the joke,

C) vocabulary, its use in everyday life,

Stage 2: PRACTICE (15min)

A) write more one’s own experience in hospital in groups

B) discuss doctors and patients and students’ own experiences

C) give cues for students to add more to doctors’ way of prescription in treating patients Stage 3: PRODUCTION (10MIN)

A) tell class the own story, papers exchange,

B) use past tense to report, arguments,

C) make dialogues about seeing a doctor

Homework: write something about illness

Reserve activity: none

Visual aids: flash, slide show, short video

‘aims, language contents, stages and procedures’.

３．Lesson Plan

AIMS: A) Speaking lesson, for teaching chunks

B) ask for help

NEW LEXIS: A) few or none

B) names of people and places

GRAMMAR/STRUCTURE: if….; can you… ?

PROCEDURE

WARM-UP ACTIVITIES (5min)

A) Listening to the dialogue

B) Games

C) Ask students to say anything as if they have lost something

Stage 1: PRESENTATIOON (10min)

A) proper names background knowledge

B) role-play based on the dialogue

C) exercise of “can I….can you?”

Stage 2: PRACTICE (15min)

A) examples of chunks as “thanks a lot”, “not much”, ..

B) ellipsis

C) informal style in spoken language

Stage 3: PRODUCTION (10MIN)

A) to design an active to practice the way of asking for help in pairs

B) ask them to present their pair work

C) explain the function of each chunks

Homework: listen more

Reserve activity

Visual aids: no

Part VI Comment and Evaluation

１．Prompter: in teaching sometime teachers give students hints to start an activity.

Macro planning: the general aims or ideas about the teaching, not in detail. The time may cover as long as a term.

Traditional pedagogy: teacher-centered, audio-lingua method, teaching language components Language form: behaviorist view of language emphasizes the importance of language form, instead of language meaning.

Role-plays: interaction, meaningful, functional

２．Function/notion approach: they regard language as functions and we have some notions to realize these functions

Consistency: in language learning, pronunciation should be smooth and natural

Task-based method: the teaching activities are based on variety of tasks

Deductive and inductive method: two opposite ways of grammar teaching. That is, from examples

to rules and from rules to examples in detail

Prompter: teachers sometime should be a person always giving hints or cues or prompts to students so as to help them in learning

３．Prompter: teacher who provides the hints or cues for students

Linguistic competence: contrasted to communicative competence

Role-plays: tasks designed for students to play someone so as to practice real situation

Bottom-up and Top-down models: letter to words process and the whole to detail process in learning Behaviorism: key words: pattern drills, reinforcement, S-R, native language, repetition, …

I

1communicative view

2communicative view

3structural view

4functional view

5interactional view

6cognitive theory

7. functional view

8. structural view

9. behaviorist theory

10. behaviorist theory

11. cognitive theory

12. functional view

II

答案空缺

III

IV

1-5 a, b, c, d, e 6-10 e, d, c, b, a

V

答案空缺