英語(yǔ)教學(xué)法復(fù)習(xí)

1、精選優(yōu)質(zhì)文檔-傾情為你奉上Revision contents:Unit 1 Language and Learning Views on languageViews on language learning1. What are the major views of language? What are their implications to language teaching or learning?2. Some language teachers argue that we should “teach the language” rather than “teach about th

2、e language”. What are the major differences between these two approaches to language teaching?3. Audiolingual approach to language learning4. Socio-constructivist theory of language learning emphasizes interaction and engagement with the target language in a social context.5. The quality of a good l

3、anguage teacher includes ethic devotion, professional quality and personal styles.6. One influential idea of cognitive approach to language teaching is that students should be allowed to create their own sentence based on their own understanding of certain rules. Unit 2 Communicative Principles and

4、ActivitiesWhat is communicative compentence? Try to list some of its components.Principles in communicative language teaching/ strong version and week versionList some of the communicative activities.What is a task/its componentsUnit 3 The overall language ability required in the 2001 National Engli

5、sh Curriculum includes the following aspects language knowledge, language skills, learning strategies, affects and cultural understanding.4. Lesson PlanningWhat is lesson planning?Principles for good lesson planningComponents of a lesson planUnit 5 Classroom Management What is classroom management?T

6、ypes of student grouping and their advantages and disadvantages The role of the teacher - contoller, assessor, organizer, prompter, participant, resource providerThe new curriculum requires the teacher to put on the following new roles: facilitator, guides, and researchers.Classification of question

7、sHow to deal with errors?Unit 6 Teaching PronunciationCritical Period HypothesisThe goal of teaching pronunciation should be: consistency, intelligibility, and communicative efficiency.List some methods of practicing sounds. Unit 7 Teaching GrammarGrammar presentation methodsGrammar practice is usua

8、lly divided into two categories, mechanical practice and meaningful practice.Unit 8 Teaching VocabularyWhat does knowing a word involve? Receptive vocabulary and productive vocabulary.List some ways of presenting new words How to consolidate vocabulary?Developing vocabulary building strategiesUnit 9

9、 Teaching ListeningCharacteristics of listening processPrinciples and models for teaching listening As far as classroom procedures are concerned, the teaching of listening generally follows three stages: pre-listening stage, while-listening stage, and post-listening stage.Unit 10 Teaching SpeakingWh

10、at are the characteristics of spoken language? Discuss their implications to teaching. Information-gap activitiesList some of the speaking tasks that the students are often asked to do in language classroomUnit 11 Teaching readingThe role of vocabulary in reading: sight vocabulary Skills involved in

11、 reading comprehensionModels for teaching readingStages involved in Teaching ReadingProblems in reading are often seen as a failure to recognize words that may not exist in the learners vocabulary or in understanding grammatical structures that may not have been acquired by the learner. Therefore, t

12、he task of teaching reading is seen as teaching vocabulary along with the grammatical structure of the target language. Do you agree with such an opinion? Explain your reasons.In teaching reading, teachers often engage students in pre-reading, while-reading and post-reading activities. What do you t

13、hink are the major functions of pre-reading activities?Unit 12 Teaching WritingWhat is the main idea of communicative approach to writing? What is the main idea of the process approach to writing?Exercises for the course of English teaching methodologyI. Multiple choiceDirections：Choose the best ans

14、wer for the following questions and write your answers on the answer sheet.1. What syllabus is designed around grammatical structures, with each lesson teaching a grammar structure, starting with simple ones, and progressing through to more complex ones?A. Structural syllabus.B. Situational syllabus

15、.C. Functional syllabus.2. Which of the following is a communicative activity?A. Listen to the weather broadcast and fill in a form.B. Listen to the weather broadcast and talk about a picnic.C. Transfer the information from the weather broadcast into a table.3. In which of the following situations i

16、s the teacher playing the role of a prompter?A. Explain the language points and meanings of words and sentences.B. Give examples of how to do an activity after the explanation and instructions.C. Elicit ideas from students.4. Which of the following is a social interaction activity?A. Information gap

17、.B. Role-play.C. Information transfer.5. What reading approach is based on the assumption of reading as a guessing game?A. The top-down approach.B. The bottom-up approach.C. The interactive approach6. What reading strategy does the following activity help to train?The students were asked to read eac

18、h paragraph and then match the paragraph with relevant headings.A. Inferring.B. Scanning.C. Skimming.7. Which of the pre-reading activities exemplifies the bottom-up approach?A. The teacher brings in pictures and asks the students to discuss in groups about the life of old people.B. The teacher rais

19、es several questions about old people and asks the students to discuss in pairs.C. The teacher presents a picture about the life of old people on the screen and brainstorm vocabulary related to old peoples life.8. What listening skill does the following activity help to train?Listen to the folio-win

20、g text and answer the multiple-choice question.In this dialogue, the speakers are talking about_.A) going to a picnic B) attending a concert C) having a partyA. Listening for gist.B. Listening for specific information.C. Listening for detailed information.9. Which of the following features does spok

21、en English have?A. It is generally produced in fairly simple sentence structures.B. It is produced with little redundancy.C. It is produced with good organization.10. What should a required lesson plan look like?A. a copy of explanation of words and structuresB. a timetable for activitiesC. transcri

22、bed procedure of classroom instruction11. For better classroom management, what should the teacher do while the students are doing activities?A. participate in a groupB. prepare for the next procedureC. circulate around the class to monitor, prompt and help12. Which of the following activities can b

23、est motivate junior learners?A. gamesB. recitationC. role-play of dialogues13. To cultivate communicative competence, what should correction focus on?A. linguistic formsB. communicative strategiesC. grammatical rules14. Which of the following activity is most productive?A. read the text and then cho

24、ose the best answer to the questionsB. discuss on the given topic according to the text you have just readC. exchange and edit the writing of your partner15. To help students understand the structure of a text and sentence sequencing, we could use- for students to rearrange the sentences in the righ

25、t order.A. cohesive devicesB. a coherent textC. scrambled sentences16. The purpose of the outline- is to enable the students to have a clear organization of ideas and a structure that can guide them .A. in the actual writingB. in free writingC. in controlled writing17. The grammar rules are often gi

26、ven first and explained to the students and then the students have to apply the rules to given situations. This approach is called .A. deductive grammar teachingB. inductive grammar teachingC. guiding discovery18. It is easier for students to remember new words if they are designed in -and if they a

27、re -and again and again in situations and contexts.A. context, sameB. context, differentC. concept, difficultII. Definition Directions: Define the following terms1. Communicative compentence2. Lesson planning3. Classroom management4. Receptive vocabulary and productive vocabulary.5. Sight vocabulary

28、6. Information-gap activities7. Display questions8. Task9. Audiolingual approach to language learning10.ReadingIII. Blank fillingDirections: fill in blanks according to what youve learn in the course of foreign language teaching.1. Socio-constructivist theory of language learning emphasizes interact

29、ion and engagement with the target language in a social context.2. The quality of a good language teacher includes ethic devotion, professional quality and personal styles.3. One influential idea of cognitive approach to language teaching is that students should be allowed to create their own senten

30、ce based on their own understanding of certain rules. 4. The overall language ability required in the 2001 National English Curriculum includes the following aspects language knowledge, language skills, learning strategies, affects and cultural understanding.5. The role of the teacher - contoller, a

31、ssessor, organizer, prompter, participant, resource providerThe new curriculum requires the teacher to put on the following new roles: facilitator, guides, and researchers.6.The goal of teaching pronunciation should be: consistency, intelligibility, and communicative efficiency.7. Grammar practice i

32、s usually divided into two categories, mechanical practice and meaningful practice.8. As far as classroom procedures are concerned, the teaching of listening generally follows three stages: pre-listening stage, while-listening stage, and post-listening stage.IV. Problem SolvingDirections: Below are

33、some situations in classroom instruction. Each has at least one problem. First, identify the problem(s). Second, provide your solution (s) according to what you have learned. You should elaborate on the problem(s) and solution(s) properly. Write your answer on the Answer Sheet. 1In one of the lesson

34、s. Mr. Li arranged the students into groups to talk about what they want to be when they grow up. To ensure that they applied what they learned, he required them to use the expressions in the text. To his surprise, students were not very active and some groups were talking about something else and o

35、ne group was talking in Chinese.Problems:1) Maybe the topic does not correspond with the students current needs. Suppose these students were interested only in getting high scores in examinations, they would not have interest in such a talk. 2) The activity is much controlled. They may like to talk

36、about their hobbies, but they have to use the expressions the teacher presents, which to some extent restricts them. That is perhaps why they are not very active. 3) If students talk in Chinese, it may be because the talk is a little too demanding for them in terms of language competence. When stude

37、nts have difficulty in expressing themselves in English, they will switch to Chinese. 4) Maybe the teacher does not arrange such activities very often in class. The students are not used to such communicative activities and so do not take an active part. Solutions:1）The teacher can ask the students

38、to talk about their hobbies freely without considering the structure2) The teacher can give the task a real purpose. For example, he can ask the students to ask others about their hobbies to form a hobby club. 3) Its better to explain to the students the value of such kind of activity. 4) The teache

39、r can circulate around to encourage the students to talk in English.2. To cultivate communicative competence, Mr. Li chose some news reports from China Daily for his middle school students.Problems:1) Authentic materials are desirable in cultivation of communicative competence. But they should corre

40、spond to students" ability. News reports from China Daily are too difficult for middle school students. 2) The content of news reports may not be relevant to the course requirement of middle school English. Solutions:1) If Mr. Li insists on using the materials from China Daily, it is necessary

41、for him to adapt the material or select those reports which are easier to read and more relevant to students" interests. 2) If he can, it is better to select news reports from other newspapers which are relevant to the students" life and study. It is necessary to bear in mind the students&

42、quot; needs when selecting materials for classroom instruction.(第一項(xiàng)要求寫(xiě)出兩點(diǎn)即可，而第二項(xiàng)要求能說(shuō)出兩點(diǎn)。)3. When two students were acting a scene in a restaurant, one of the students tended to pause and make some grammatical mistakes. To help the student, the teacher gave hints here and there, and helped him to get

43、 his language right.Problems:1）This is a communicative activity. The teacher should allow the students enough freedom instead of issuing too much control.2) The teacher should no, correct the errors here and there because the focus of the activity is on fluency, not on accuracy or form. Teachers int

44、ervention may divert the students" attention from negotiating and exchanging information.3) The teacher neednt give the students hints while they are acting the scene.Solutions:1) It is advisable that the teacher wait until the activity has been completed before he gives feedback on the languag

45、e and corrects the errors. 2) The teacher can let the students go on and wait until they finish before he gives comment on their performance.(問(wèn)題部分要求寫(xiě)出兩點(diǎn)，解決方式可以只寫(xiě)一點(diǎn)。)4. The following is what happens to most reading lessons.The teacher asks one student to read the text paragraph by paragraph, and then

46、 he asks the students to paraphrase some sentences, translate some sentences and answer some questions. At the end of the lesson, he asks the students to fill in the blanks based on the text. Problems:1) This kind of approach fails to take the text as a whole. In this approach, reading becomes langu

47、age study, which contradicts the objective of reading instruction. 2) This approach does not help to train reading strategies like skimming, scanning, inferring and so on. 3) This approach can help to solve the problem of vocabulary and structures in reading, but fails to help enrich students"

48、background knowledge and thus powerless in constructing students" schema. Solutions;1) First make clear the objectives of the reading lesson and then design activities to attain the objectives. 2) There should be activities to train reading skills and strategies.3) There should be information u

49、nderstanding, information transferring and information application activities.(兩部分都須寫(xiě)出至少兩點(diǎn))5. This is what usually happens in a listening lesson.The teacher plays the recorder, students listen and do the multiple choice, sentence completion questions in the listening course book. Now and then, the t

50、eacher stops and nominates some students to check other students" understanding. At the end of the lesson, as the text book requires, the teacher arranges the students into pairs or groups to conduct some dialogue(s) or discussion.Problems:1) The teacher follows the course blindly and cannot ma

51、ke adaptation in accordance with the students" needs and different course requirements. 2) Multiple choice and sentence completion exercises are too artificial and cannot help to train real-life listening skills. In real life, we seldom listen to make multiple choices or fill in blanks. 3) The

52、dialogue and discussion come too late. When they are conducted at the end of the lesson, it gives a feeling that the teacher can arrange no more activities and students tend to prepare for leaving.4) This kind of approach is too rigid and cannot motivate the students. Solutions:1) The teacher should

53、 adapt the course materials. It is necessary to make adjustments to suit the different needs of students and different course requirements. 2) There should be pre-Listening tasks. 3) The instruction should focus on training of real life listening abilities instead of simply the ability of making mul

54、tiple choices.4) The teacher should do more than just press the button. He should try his best to facilitate listening in class. It is necessary to design a variety of listening activities to foster listening strategies.(每部分要求至少回答出兩點(diǎn)。) 6. In a writing lesson, the teacher writes the topic "Envir

55、onmental Awareness" on the blackboard, and then asks the students to write an essay of 150 words in half an hour in class. Half an hour later, the teacher collects the writings.Problem： As the teacher asks the students to finish the writing task in class, it is better not to adopt such product-

56、oriented approach. Even using this approach the teacher should do more than just assigning the writing task. The teacher should help the students gather materials and generate ideas, monitor the writing process, and make sure students' writing are to the requirement.Solution： It is better to ado

57、pt the process approach. If the process approach is adopted, there should be pre-writing stage, writing stage, revising stage and also rewriting. For example, the teacher uses a brainstorming activity to ensure good thinking on the part of the students. As there will be no good writing without good

58、thinking. Activities can be designed for students to make an outline. And it is better for them to make two drafts. When the students finish the first draft, the teacher can give some suggestions for peer or group editing and then ask the students to write the second draft.7. At the practice stage of a grammar lesson, the teacher designs an activity with multiple choice questions to practise the grammatical items the students learned. Problem： The activity does not practice the grammar but test it. Multiple choice ques