英语教学法试题及答案Word格式.docx

1、 1） structural view: language is a linguistic system made up of various subsystems: phonology, morphology, lexicology and syntacx. to learn a language is to learn its vocabulary and structural rules. 2） functional view: language is a linguistic system as well as a means for doing things. learners le

2、arn a language in order to be able to do things with it （use it）. to perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions 3） interactional view: language is a communicative tool to build up and maintain social

3、relations between people. learners need to know the rules of a language and where, when and how it is appropriate to use them. 1 list different views on language learning. behaviorist theory cognitive theory constructivist theory socio-constructivist theory 2 what are the qualities of a good languag

4、e teacher? ethic devotion, professional quality and personal styles. how can one become a good language teacher? wallace?s reflective model stage 1: language development stage 2: learning, practice, reflection goal:development of professional 1）. learn from others experience 2）. learn received knowl

5、edge 3）. learn from ones own experience pseudo practice and the real classroom teaching 3 what is communicative competence? communicative competence include both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations .five component

6、s of communicative competence:linguistic competence, pragmatic competence , discourse competence, strategic competence, fluency 4 what is clt? comment on clt. communicative language teaching is an approach to teaching of foreign language that emphasize interaction as both the means and ultimate goal

7、 of learning a language. it is also referred to as communicative approach to the teaching of foreign or simply the communicative approach. 5 what is tblt? comment on tblt. task-based language teaching， tblt is a further development of clt. it shares the same belief in the use of language in real lif

8、e, but stresses the importance to combine form-focused teaching with communication-focused teaching。 task is meant the hundred and one things people do in everyday life,at work.at play and in between.4 component:a purpose,a context,a process,a product. 6 what are the limitations of clt tblt under th

9、e chinese foreign language setting? problems with clt :1. the very first and forceful argument is whether it is culturally appropriate 2. the second problem of clt relate to the design the syllabus for teaching purpose in the classroom. 3. the third problem is that whether such an approach is suitab

10、le for all age level of learners or all competence level of learners. constraints of tblt the first is it may not be effective for presenting new language items the second constraint is time as teachers have to prepare task-based activities very carefully. the third is the culture of learning the fo

11、rth is level of difficulty 7 the main components of the english teaching objectives in the national english curriculum. the overall language ability required in the 2001 national english curriculum includes the following aspects language knowledge, language skills, learning strategies, affects and c

12、ultural understanding. 8 what is a lessen plan? why is it important? a lesson plan is a framework of a lesson in which teachers make advance decisions about what they hope to achieve and how they would like to achieve it proper lesson plan is essential for both novice and experienced teachers. langu

13、age teachers benefit from lesson planning in a number of ways. 1. makes teachers aware of the aims and language contents of the lesson, so as to plan the activities and choose the techniques accordingly; 2. helps teachers distinguish the various stages of a lesson and see the relationship between th

14、em so that the activities of different difficulty levels can be arranged properly and the lesson can move smoothly from one stage to another; 3. gives teachers the opportunity to anticipate potential problems so that they can be prepared; 4. 4. gives teachers, esp. novice ones, confidence in class;

15、5. raises teachers? awareness of the teaching aids needed; 11.list the principles for good lesson planning. 1. aim: 2.variety: 3.flexibility 4.learnability 5. linkage 9 what is bottom-up model and top-down model? how to apply them to language learning? bottom-up model reading follows a linear process from the recognition of letters to words, to phrases, to sentences, to paragraphs, and then to the meaning of the whole text. 2. top-down model one?s background knowledge plays a more important