《英语教学法》复习题.docx

《英语教学法》复习题.docx

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《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