《英语教学法》复习题.docx
《《英语教学法》复习题.docx》由会员分享,可在线阅读,更多相关《《英语教学法》复习题.docx(15页珍藏版)》请在冰豆网上搜索。
![《英语教学法》复习题.docx](https://file1.bdocx.com/fileroot1/2023-1/3/9f6d7687-7377-4c86-b065-b08123454fc9/9f6d7687-7377-4c86-b065-b08123454fc91.gif)
《英语教学法》复习题
《英语教学法》复习题
一、填空题
1.Thetheoryoflearningisreferredtoasbehaviorism,whichhasthreemajorstages,“stimulus,response,andreinforcement”
2.Thebehavioristtheoryoflanguagelearningisthatlanguageislearnedbyconstantrepetitionandthereinforcementoftheteacher
3.Thetermcognitivismisoftenusedlooselytodescribemethodsinwhichstudentsareaskedtothinkratherthansimplyrepeat.
4.Thereareavarietyofelementsthatcontributetothequalitiesofagoodlanguageteacher.Theseelementscanbecategorizedinto3groups:
ethicdevotion,professionalqualitiesandpersonalstyles.
5.Threedifferentviewsonlanguagearethestructuralview,thefunctionalviewandtheinteractionalview.
6.Languagetheoriescanbedividedintotwogroups:
1)process-orientedtheory2)thecondition-orientedtheory
7.Theultimateaimofforeignlanguageteachingistoenablethelearnerstousethelanguageinreallife.
8.ThegoalofCLTistodevelopstudents’communicativecompetence.
9.Communicativecompetenceincludesknowledgeofwhattosay,when,how,where,andtowhom.
10.ThegoalofCLTistouselanguageforcommunicativepurpose
11.TheadoptionofCLTistodeveloplearners’languageskills,namely,listening,speaking,readingandwriting.
12.CLThasnotreplacedthepreviousapproachesormethodologies.Ithasonlyexpandedtheareas:
languagecontent,learningprocessandlanguageproduct.
13.Littlewood’sclassificationofcommunicativeactivities:
FunctionalcommunicativeactivitiesandSocialinteractionactivities.
14. LanguagelearningandteachingshouldbeascloseaspossibletolanguageUSEINREALLIFE.
15.Lessonplanningshouldbedoneattwolevels:
MacroplanningandMicroplanning
16.Thefirstthingtodoinlessonplanningistodecidetheaimsofalesson.
17.ThemostpopularteachingstagesarethreeP’smodel,whichinclude:
presentation,practiceandproduction.
18.Lessonplanningmeansmakingdecisioninadvanceaboutwhattechniques,activitiesandmaterialsusedinclass.
19.Therearefourmajorprinciplesbehindgoodlessonplanning:
variety,flexibility,learnability,andlinkage.
20.Theaimofalessonincludeslanguagepointstopresent,communicativeskillstopractice,activitiestoconduct,andmaterialsandteachingaidstobeused.
21.Intheskill-orientedlessons,thatis,inareadingorlisteninglesson,a3-stagemodelisfrequentlyadopted:
pre-reading/listening,while--reading/listeningandpost-reading/listening.
22.5-stepmodelismorefamiliartothemiddleschoolteachers:
revision,presentation,drill,practiceandconsolidation.
23.Classroommanagementisthewayteachersorganizewhatgoesonintheclassroom.
24.Aninstructorpassesonknowledgebyvarietyofmeans.Anorganizerorganizestheclasssothatlearningactivitiescanbecarriedout.
25.AlinguistnamedHarmerdefinedtheteachers’rolesas:
controller,assessor,prompter,participantandresourceprovider.
26.Urremindsusnottohurtthestudents’feelingsby:
1)Dealwithitquietly;2)Don’ttakethingspersonally;3)Don’tusethreats
27.Therearemanydifferentwaystoteachasound.It’sbettertoteachfromPerceptionPractice(认知)toProductionPractice.
28.Onewaytoteachgrammarisby3PModel:
Presentation,PracticeandProduction.
29.Thedeductivemethodreliesorreasoning,analyzingandcomparing.
30.Intheinductivemethod,theteacherinducesthelearnerstorealizegrammarruleswithoutanyformofexplicitexplanation.
31.Grammarpracticeisusuallydividedintotwocategories,MechanicalpracticeandMeaningfulpractice.
32.Bydoingmechanicalpractice,thestudentspayrepeatedattentiontoakeyelementinastructure.Substitutionandtransformationdrillsaremostfrequentlyusedinmechanicalpractice.
33.Generallyspeaking,therearethreestagesinlisteningactivitiesforlanguagelearners:
1.pre-listening2.while-listening3.post-listening
34.Wewilllistenintwodifferentways:
1.Intensivelistening(fordetails)2.Extensivelistening(forgeneralideas)
35.Listeninginreallifehasthefollowingcharacteristics:
Spontaneity,Listener’sresponse,Speaker’sadjustment,ContextandVisualclues.
36.Characteristicsofsuccessfulspeakingtaskscanbe:
1.Maximumforeigntalk2.Evenparticipation3.Highmotivation4.Rightlanguagelevel
37.Theprocessapproachfocusonwhatstudentsdobefore/while/aftertheirwriting.
38.Noteverythingcanbepurelycommunicative.Somewritingactivitiescanbebetween“writingforlearning”and“writingforcommunication.
39.Theprocessofwritingshouldbefromcontrolledtoguidedwritingandtofreewriting
40.Teachingreadingintheclassroomdividesreadingactivitiesintobasicallythreestagesinwhichbottom-upandtop-downtechniquesareintegratetohelpstudentsintheirreadingcomprehensionandinincreasingtheirlanguageefficiencyingeneral
另附.Generally,lessonpresentingmainlyincludesfouraspects:
Presentingteachingmaterials;Presentingteachingmethods;Presentinglearningstrategies;Presentingteachingprocess
二、简答题
1.WhyarepeoplelearningEnglish?
• Theyhavetopasstheexaminations.
• Theycanhelpforeignvisitors.
• It’snecessaryiftheywanttoenteruniversity.
• Learningaforeignlanguageisanintellectualchallenge.
• Theycanusecomputersmoreeasily.
• Theyneedtokeepintouchwithwhatisgoingonintheirprofessionworldwide.
• Englishwillbeveryimportanttogetajobintrade.
• Englishwillbeusefulforthemtotravelabroad.
• TheywillbeabletoreadandlistentoinEnglish.Thiscanimprovetheirknowledgeoftheworld.
2.Whatislanguage?
Languageisameansofcommunicationwithotherpeople.
3.Whatistheaimorpurposeoflanguageteaching?
Communication
4.Howmanylanguageteachingmethodsorapproachesdoyouknow?
l thegrammar-translationmethod
l thedirectmethod
l theaudio-lingualmethod
l thesituationallanguageteaching
l thecognitiveapproach
l thesilentway
l thetotalphysicalresponsemethod
l thecommunicativeapproach
l thenaturalapproach
l thefunctional-notionalmethod,etc.
5.Howcanyoubecomeagoodlanguageteacher?
• Languagetraining:
asoundcommandofEnglish
• Learnfromothers’experience
• Learnreceivedknowledge,suchaslanguagetheories,methodology,education,psychology,etc.
• Learnfromone’sownexperience
• Practicemakesperfect
• Keeponreflectingonwork,etc
6.Whatisthechallengethelanguageteacherisconfrontedwith?
Peoplelearnaforeignlanguage
1. Fordifferentreasons
2. Indifferentways
3. Havingdifferentunderstandingaboutlanguagelearning
4. Havingdifferentcapabilitiesinlanguagelearning
5. Differentlanguagelevels
Thusthechallengethatthelanguageteacherisconfrontedwithishowteachingmethodologycancaterforlearnerswhohavemoredifferencesthancommonalities.
7.Whatisthequestionthatallapproachesoflanguageteachingshouldanswer?
Thequestionis“Whatislanguage?
”
Languageisameansofcommunicationwithotherpeople.
8.Whatarethethreedifferentviewsoflanguagethatlanguageteachingandlearningpracticehavebeeninfluencedby?
Theyarethestructuralview,thefunctionalviewandtheinteractionalview.
9. Howdoesthestructuralviewseelanguage?
• Thestructuralviewseeslanguageasalinguisticsystemmadeupofvarioussubsystems.Tolearnalanguagemeanstolearnthesestructuralitemssoastobeabletounderstandandproducelanguage.
10.Howdoesthefunctionalviewseelanguage?
• Thefunctionalviewseeslanguageasalinguisticsystembutalsoasameansfordoingthings.Learnerslearnalanguageinordertobeabletodothingswithfunctionalactivities.
11.Howdoestheinteractionalviewseelanguage
• Theinteractionalviewconsiderslanguageasacommunicativetool,whosemainuseistobuildupandmaintainsocialrelationsbetweenpeople.Thelearnerhastostudythepatternsandrulesoflanguageabovethesentenceleveltolearnhowlanguageisusedindifferentspeechcontext.
12. WhatareProcess-orientedtheoriesconcernedwith?
Howthemindprocessesnewinformation
13. WhatdoCondition-orientedtheoriesemphasize?
Thenatureofthehumanandphysicalcontextinwhichlanguagelearningtakesplace
14. Whatis“pseudopractice”?
Itisashortperiodoftimeassignedforstudentteacherstodoteachingpracticeaspartoftheireducation,usuallyunderthesupervisionoftheirinstructors.
15. Whatdoeslinguisticcompetencemean?
Competencesimplymeansknowledgeofthelanguagesystem:
grammaticalknowledgeinotherwords.
16. WhatdoesCommunicativeCompetencemean?
Notonlytheformoflanguage,butalsowhattosaytowhomandhowtosayitappropriatelyinanygivensituation.Tobeshort,communicativecompetenceincludesknowledgeofwhattosay,when,how,where,andtowhom.
17. Whatislessonplanning?
Lessonplanningmeansmakingdecisionsinadvanceaboutwhattechniques,activitiesandmaterialswillbeusedintheclass.
18. Inhowmanywaysdolanguageteachersbenefitfromproperlessonplanning?
l Maketheteacherawareoftheaimsandlanguagecontentsofthelesson
l Helptheteachertodistinguishthevariousstagesofalessonandtoseetherelationshipbetweenthem
l Thinkabouthowthestudentscanbefullyengagedinthelesson
l Becomeawareoftheteachingaidsthatareneeded
l Thinkabouttherelativevalueofdifferentactivities
l Thinkabouthowmuchtimeshouldbespentontheactivities
l Judgele