《英语教学法》一.docx

1、英语教学法一英语教学法一 Fill in the blanks1. First of all, a teacher should be _ proficient _(1) in the English language. The importance of being a good language user involves four points. First, a language teacher is a_ modal _ (2) for students to imitate, to follow and to learn from either consciously or sub

2、consciously. Second, a good command of English endows a teacher with_ confidence _ (3). From this emerges the third point. A teacher can attract students immediately with his or her good English. When admiration is established, students tend to believe in the teacher, _ cooperate _ (4) with the teac

3、her, and behave well in class activities. The last point is that good English empowers the teacher to_ manage _ (5) class well, try new methods and adapt his or her teaching at any time.2 . Acquisition and learningThere are two kinds of processes in SLA according to Krashen (1981, 1985, 1989).Acquis

4、ition: a _ subconscious _ (6) process which leads to the development of “_ competence _ (7) : and is not _ dependent _ (8) on the teaching of grammatical rulesLearning: the _ conscious _ (9) study and knowledge of grammatical rules, which does not lead to _ acquisition _ (10)The two kinds of process

5、 are linked to two kinds of knowledge.Implicit knowledge: the L2 knowledge of which a learner is _ enabler _ (11) and therefore cannot _ (12) .Explicit knowledge: the L2 knowledge of which a learner is aware and can verbalize on _ strategies _ (13).a. Learners progress along the storage _ errors _(1

6、4) order by understanding input that contains structures a little bit beyond their current level of competence _ acquisition _ (15). Eventually the ability to produce the language is said to emerge naturally, and need not be taught directly.b. Although comprehensible input is necessary for acquisiti

7、on to take place, it is not sufficient, as learners also need to be _ interaction _ (16) disposed to let in the input they comprehend. In other words, successful second language acquisition depends on the learners feelings. _ Approaches _ (17) attitudes (including a lack of motivation or self-confid

8、ence and anxiety) are said to act as _ Silent _ (18) , preventing the learner from making use of input, and thus hindering success in language learning.c. Input becomes comprehensible as a result of simplification and with the help of _ Syllable _ (19) and extralinguistic clues; “fine-tuning” (i.e.

9、ensuring that learners receive input rich in the specific linguistic property they are due to acquire next) is not necessary.d. Learning and learned rules serve as a_ Intonation _(20) or editor of utterances initiated by he acquired system.e. Speaking is the result of acquisition not its cause; lear

10、ner production does not contribute _ Spelling-pronunciation _ (21) to acquisition.3. For both native speakers and non-native speakers, fluency includes _ Rap _ (22), _ drills _ (23), _ composition _ (24) and _ deserves _ (25). Fluency is a general term for good speaking _ responses _ (26). 4. For di

11、fferent level accuracy means different things which goes from _ comprehension _ (27) _ situations _ (28) to _ required _ (29) _ understanding _ (30) .5. In studying the relation between fluency and accuracy, there is one point to be sure, that is, fluency does not _ accuracy _ (31) accuracy at all.6

12、. Humans acquire language by understanding messages or by receiving _ interaction _ (32) _ activities _(33) in the _ errors _ (34) process.7. Engaging learners in _ skills _ (35) interaction in the second or foreign language classroom is essential and involves the processes of both _ information _ (

13、36) and _ scanning _ (37) _ ambiguity _ (38).8. In Krashens theory, adults have two distinctive ways of developing competence in second or foreign language learning, that is, _ genre _ (39) and _ style _ (40).9. The concepts of pronunciation are _ techniques _(41), _ process _ (42) and voiceless sou

14、nds, _ coherence _ (43) and consonant sounds, vowel letters and _ goals _ (44) letters, _ equipment _ (45), _ procedures _ (46) of English, _ follow-up notes _ (47) , _ evaluation _ (48) of speech .10. _ Knowledge _ (49) sounds are the ones produced when the vocal cards vibrate; voiceless sounds are

15、 the ones produced when the vocal sounds do not _ cohesiveness _ (50) .11. Open syllables: with one _ cohesiveness _ (51) letter at the end of the grammatical _ (52) syllable (not the end of the word), which is not followed or closed by any other letterlater be tidy go rulerwith one _ encouraged _ (

16、53) letter that is followed by a _ interaction _ (54)“e” at the end of the _ individual _ (55) syllablelie tie hoe toe true glue with one _ syllabus _ (56) letter followed by a single _ philosophy _ (57) letter (other than “r”) and then a _ operational _ (58) “e” at the end of the stressed syllable1

17、2. English is a language of rhythms. Mastering the rhythm of English is very important in terms of good pronunciation and effective speaking. English speech rhythm is characterized by _ political _ (59). A unit can be one or groups of words. A tone unit carried one central _ philosophy _ (60) syllab

18、le. Each unit should take about the same time to say even if the number of words in each unit is different.13. The relationship between spelling and sounds in English language is not simple and regular. So an alphabetic system with one symbol representing one _ curriculum _ (61) is needed, which is

19、presented as a list of phonetic alphabet. In the _ objectives _ (62) phonetic symbols of the English language, package _ (63) are vowel sound and 28 are _ adaptation _ (64) sounds. They are presents as the following chart, which is also called the _ throughout _ (65) , _ resourceful _ (66) .14. a. A

20、s for grammar, the structure connects _ practice _ (67) and _ communicative _ (68) in the language.b. The two general ways to classify grammar items are stimulation _ (69) oriented and _ unpredictability _ (70) oriented.c. English language is a _forign_ (71) language.d. The two ways of teaching gram

21、mar are to teach grammar separately or to _ reliability _ (72) some time in class to do grammar teaching throughout the course.e. The instruction medium of grammar teaching can be either the _ beneficial _ (73) language or the _ (74) language.f. Deductive learning is _ assessment _ (75) and covers m

22、ore grammar in a period of time.g. Grammar teaching can be either _ immediately _ (76) or _ institution _ (77) or both.h. In Harmers opinion, a good presentation should be_ definition _ (78), _ development _ (79), interesting, _ construction _ (80) and productive. 15. a. In general, vocabulary items

23、 can be classified into three aspects: _ achievement _(81) , _ authoritative _ (82) and _ reflection _ (83).b. Connotative meaning: the _ positive _ (84) meanings that a vocabulary item has beyond its _ reasoning _ (85) meaning. In other words, connotation is associated _ facilitates _ (86) or _ ref

24、lection _ (87) feelings that a vocabulary item evokes. It may or may not be indicated in a dictionary.c. There are two kinds of vocabulary learning: _developmenta_ (88) and _ judgment _ (89). _ Generally (90) learning is to study words _ literal _ (91). _ understanding _ (92) learning and teaching i

25、s of_ vague _ (93) nature. It is not planned but drawn to attention in the process of learning and teaching.d. Vocabulary learning and teaching is a process to build up vocabulary ability. They are _ denotation _ (94), _ connotation _ (95), _ contextual meaning _ (96) and _ meaning relationship _ (9

26、7).e. Contextual meaning: the _ function _ (98) and _ mutual _ (99) meaning of a vocabulary item that is used in a certain _ functions _ (100). Some words are _easy_ (101); some are _different_ (102). Although they both have the same _meaning_ (103) but they are used in different context. Explain th

27、e following terms1. Teacher as a language analystBeing an effective language analyst means not only the teacher possesses the knowledge about the language but also help students study the nature of the language with learning effects. Being an effective language analyst also means being able to conce

28、ptualize language phenomena as English is rich, complex and diverse (Wright 1991). No grammar books or dictionaries can include all language phenomena. So the teacher is required to theorize the language experience.2. Error analysisMaking errors is a conspicuous part of language learning. As a perso

29、n starts learning the language, he/she starts making mistakes. Researchers have tried to describe and explain what mistakes learners tend to make and why they make mistakes.3. Grammar: form and functionGrammar form is the language material that is structural and then grammar function is functions of

30、 the language. For beginners, studying structural English is more efficient because they can have a control over the language. For advanced learners, functional English is what they need because it is interesting, challenging and encouraging the use of English4. Fluency and accuracy(1): Awareness(2)

31、: Controlled drillsAgain the responses are very controlled, but learners can make a limited choice of vocabulary.(4): Guided, meaningful practice(5): (Structure-based) free sentence composition(6): (Structure-based) discourse composition(7): Free discourse5. Empathetic quality as a teacherFirst of a

32、ll, a teacher is required to be proficient in the English language. He/she needs to be excellent in listening, speaking, reading and writing. The importance of being a good language user involves four points. First, a language teacher is a modal for students to imitate, to follow and to learn from either consciously or subconsciously. Subconscious learning plays a very important role in students acquisition of the lang