英语教学法试题及答案Word格式.docx
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1)structuralview:
languageisalinguisticsystemmadeupofvarioussubsystems:
phonology,morphology,lexicologyandsyntacx.tolearnalanguageistolearnitsvocabularyandstructuralrules.
2)functionalview:
languageisalinguisticsystemaswellasameansfordoingthings.learnerslearnalanguageinordertobeabletodothingswithit(useit).toperformfunctions,learnersneedtoknowhowtocombinethegrammaticalrulesandthevocabularytoexpressnotionsthatperformthefunctions
3)interactionalview:
languageisacommunicativetooltobuildupandmaintainsocialrelationsbetweenpeople.learnersneedtoknowtherulesofalanguageandwhere,whenandhowitisappropriatetousethem.
1.listdifferentviewsonlanguagelearning.
behavioristtheorycognitivetheoryconstructivisttheorysocio-constructivisttheory2.whatarethequalitiesofagoodlanguageteacher?
ethicdevotion,professionalqualityandpersonalstyles.
howcanonebecomeagoodlanguageteacher?
wallace?
sreflectivemodel
stage1:
languagedevelopmentstage2:
learning,practice,reflectiongoal:
developmentofprofessional
1).learnfromothersexperience
2).learnreceivedknowledge
3).learnfromonesownexperience
pseudopracticeandtherealclassroomteaching
3.whatiscommunicativecompetence?
communicativecompetenceincludeboththeknowledgeaboutthelanguageandtheknowledgeabouthowtousethelanguageappropriatelyincommunicativesituations.fivecomponentsofcommunicativecompetence:
linguisticcompetence,pragmaticcompetence,discoursecompetence,strategiccompetence,fluency
4.whatisclt?
commentonclt.
communicativelanguageteachingisanapproachtoteachingofforeignlanguagethatemphasizeinteractionasboththemeansandultimategoaloflearningalanguage.itisalsoreferredtoascommunicativeapproachtotheteachingofforeignorsimplythecommunicativeapproach.
5.whatistblt?
commentontblt.
task-basedlanguageteaching,tbltisafurtherdevelopmentofclt.itsharesthesamebeliefintheuseoflanguageinreallife,butstressestheimportancetocombineform-focusedteachingwithcommunication-focusedteaching。
taskismeantthehundredandonethingspeopledoineverydaylife,atwork.atplayandinbetween.4component:
apurpose,acontext,aprocess,aproduct.
6.whatarethelimitationsofclttbltunderthechineseforeignlanguagesetting?
problemswithclt:
1.theveryfirstandforcefulargumentiswhetheritisculturallyappropriate
2.thesecondproblemofcltrelatetothedesignthesyllabusforteachingpurposeintheclassroom.
3.thethirdproblemisthatwhethersuchanapproachissuitableforallageleveloflearnersorallcompetenceleveloflearners.
constraintsoftblt
thefirstisitmaynotbeeffectiveforpresentingnewlanguageitems
thesecondconstraintistimeasteachershavetopreparetask-basedactivitiesverycarefully.
thethirdisthecultureoflearning
theforthislevelofdifficulty
7.themaincomponentsoftheenglishteachingobjectivesinthenationalenglishcurriculum.theoveralllanguageabilityrequiredinthe2001nationalenglishcurriculumincludesthefollowingaspectslanguageknowledge,languageskills,learningstrategies,affectsandculturalunderstanding.
8.whatisalessenplan?
whyisitimportant?
alessonplanisaframeworkofalessoninwhichteachersmakeadvancedecisionsaboutwhattheyhopetoachieveandhowtheywouldliketoachieveit
properlessonplanisessentialforbothnoviceandexperiencedteachers.languageteachersbenefitfromlessonplanninginanumberofways.
1.makesteachersawareoftheaimsandlanguagecontentsofthelesson,soastoplantheactivitiesandchoosethetechniquesaccordingly;
2.helpsteachersdistinguishthevariousstagesofalessonandseetherelationshipbetweenthemsothattheactivitiesofdifferentdifficultylevelscanbearrangedproperlyandthelessoncanmovesmoothlyfromonestagetoanother;
3.givesteacherstheopportunitytoanticipatepotentialproblemssothattheycanbeprepared;
4.4.givesteachers,esp.noviceones,confidenceinclass;
5.raisesteachers?
awarenessoftheteachingaidsneeded;
11.listtheprinciplesforgoodlessonplanning.
1.aim:
2.variety:
3.flexibility4.learnability5.linkage
9.whatisbottom-upmodelandtop-downmodel?
howtoapplythemtolanguagelearning?
bottom-upmodelreadingfollowsalinearprocessfromtherecognitionofletterstowords,tophrases,tosentences,toparagraphs,andthentothemeaningofthewholetext.2.top-downmodelone?
sbackgroundknowledgeplaysamoreimportant