英语教学法 第二版 课前问题答案总汇doc.docx

1、英语教学法 第二版 课前问题答案总汇docUnit 1 Language and Learning2. Three views of languageStructural view: language as a linguistic system The functional view: a linguistic system but also as a means for doing things. The interactional view:a communicative tool3. Four Language Learning Theories 1)Behaviorist theor

2、y2)Cognitive theory3)Constructivist theory4)Socio-constructivist theory4. What makes a good language teacherprofessional competence1)Ethic devotion: warm-hearted, caring, enthusiastic, hardworking, well-prepared2)Professional qualities: resourceful, well-informed, professionally-trained, authoritati

3、ve, disciplined, accurate, creative3)Personal styles: patient, attentive, flexible, humorous, dynamic, intuitive5. How can one become a good language teacherWallaces (1991) reflective modelStage 1: language developmentStage 2: learning, practice, reflectionGoal: professional competenceUnit 2 Communi

4、cative Principles and Activities1 Language use in real life vs. traditional pedagogyLanguage used in real lifeTo perform certain communicative functionsBoth receptive skills and productive skillsContext-relatedLanguage taught in the classroomTo focus on forms (structures or patterns To focus on one

5、or two language skills and ignore the otherTo isolate language from its context2. The goal of CLTThe goal of CLT is to develop students communicative competence,2 What is communicative competenceboth the knowledge about the language and the knowledge about how to use the language appropriately in co

6、mmunicative situations3.Five components of communicative competence1)Linguistic competence, 2)Pragmatic competence, 3)Discourse competence, 4)Strategic competence5)Fluency3.Implications for teaching and learning:（同上）4.Principles in communicative language teaching1)Communication principle: Activities

7、 that involve real communication promote learning.2)Task principle: Activities in which language is used for carrying out meaningful tasks promote learning.3)Meaningfulness principle: Language that is meaningful to the learning supports the learning process.-_-|4.Main features of communicative activ

8、itiesA classification of communicative activities 1)Functional communicative activitiesIdentifying picturesDiscovering identical pairsDiscovering sequences or locationsDiscovering missing informationFollowing directionsReconstructing story-sequences2)Social interaction activitiesRole-playing through

9、 cued dialoguesRole-playing through debate or discussionLarge-scale simulation activities.Six criteria for evaluating communicative activities 1)Communicative purpose2)Communicative desire3)Content, not form4)Variety of language5)No teacher intervention6)No materials controlTBLT:afurther development

10、 of communicative language teaching. it share the same beliefs, as language should be learned as close as possible to how it is used in real life. however, it stressed the importance to combine form-focused teaching with communication-focused teaching A task is believed to have four components: 1)a

11、purpose,2)a context,3)a process, 4)a product.6.Differences between PPP and TBLT1.The way students use and experience language 2.TBL can provide a context for grammar teaching and form-focused activities7.Problems with CLT1.Is it practical in the Chinese context?2.How to design the syllabus for class

12、room teaching?3.Is it suitable for all age level of learners or all competence level of learners?7.Constraints of TBLT1.It may not be effective for presenting new language items2.Time: teachers have to prepare task-based activities very carefully.3.Culture of learning4.Level of difficultyUnit 3Natio

13、nal English Curriculum3.1 A brief history of foreign language teaching in China1)A phase of restoration (1978-1985)2)A phase of rapid development (1986-1992)3)A phase of reform (1993-2000)4)A phase of innovation from 20002,Designing principles for the National English Curriculum1) Aim for educating

14、all students, and emphasize quality-oriented education.2) Promote learner-centeredness, and respect individual differences.3)Develop competence-based objectives, and allow flexibility and adaptability4) Pay close attention to the learning process, and advocate experiential learning and participation

15、5) Attach particular importance to formative assessment, and give special attention to the development of competence.6)Optimize learning resources, and maximize opportunities for learning and using the language.3.3Goals and objectives of English language teachingThe new curriculum is designed to pro

16、mote students overall language ability3.4 Design of the National English CurriculumNine competence-based levelsLevel 2,For 6th graders-_-zLevel 5,For 9th gradersLevel 7,For senior high school leaversUnit 4 Lesson Planning1.what is a Lesson plana Lesson plan is a framework of a lesson in which teache

17、rs make advance decisions about what they hope to achieve and how they would like to achieve it 1.Why is lesson planning important?1)Makes teachers aware of the aims and language contents of the lesson, 2)Helps teachers distinguish the various stages of a lesson and see the relationship between them

18、3)Gives teachers the opportunity to anticipate potential problems so that they can be prepared;4)Gives teachers, esp. novice ones, confidence in class;5)Raises teachers awareness of the teaching aids needed;6)Planning is a good practice and a sign of professionalism 2.Principles for good lesson plan

19、ning1)Aim,2)Variety,3)Flexibility, 4)Learnability ,5)Linkage 3.Macro planning vs. micro planningMacro planning; is planning over time micro planning: is planning for a specific lesson3 Macro planning involves: 1) Knowing about the course: 2) Knowing about the institution: 3) Knowing about the learne

20、rs: 4) Knowing about the curriculum/syllabus5)Knowing about the textbook6)Knowing about the objectives4.Components of a lesson plan1)Background information2)Teaching aims3)Language contents and skills4)Stages and procedures5)Teaching aids6)end of lesson summary7)optional activities and Assignments8)

21、after-lesson reflection5.Sample lesson plansUnit 5 Classroom Management1.What roles does the teacher playBefore the class-PlannerDuring the class-1 Controller, 2 Assessor, 3 Organizer ,4 Prompter , 5 Participant, 6 Resource-providerAfter the class-Evaluatornew roles: facilitators, guides, researcher

22、s2. Rules to follow for making instructions effectiveTo use simple instructions and make them suit the comprehension level of the students.To use the mother-tongue only when it is necessary. 3. What are the most common types of Ss grouping? Whole class workPair work, Group work, Individual study:4.H

23、ow to maintain discipline?P.79When students are engaged in learning, they will be disciplined.Q: How to engage students in learning?1)Ss are clear about learning purpose;2)Ss are able to do the work but find it challenging;3)Ss are emotionally, physically and intellectually involved by the tasks;4)T

24、he presentation, variety and structure of the work and activities generate curiosity and interest;5)Ss have opportunities to ask questions and try out ideas;6)Ss can see what they have achieved and how they had made progress;7)Ss get a feeling of satisfaction and enjoyment from the work. 4 Harmers s

25、uggestions on measures for undisciplined acts and badly behaving Ss1). Act immediately2). Stop the class3).Rearrange the seats4).Change the activity5).Talk to Ss after class6).creat a code of behavior4. In order not to hurt the Ss, Urs advice on problems in class: 1).Deal with it quietly2).Dont take

26、 things personally3).Do not use threats5How to ask effective question1)Questions should be closely linked to the learning objectives in the lesson;2)Questions should be staged so that the level of challenge increases as the lesson proceeds;3)There should be a balance between closed and open, lower-o

27、rder and higher-order questions;4)Wait time is important to allow students to think through their answers;5)Ss should be provided opportunities to ask their own questions and seek their own answers;6)A secure and relaxed atmosphere of trust is needed and ss opinions and ideas are valued. 6. correct

28、dealing with errors and mistakes we need to be clear whether the task or activity is focusing on accuracy or fluency. How to correct error：1)Direct teacher correction2)Indirect teacher correction3)Self correction4)Peer correction5)Whole class correctionUnit 6Teaching Pronunciation 1.The role of pron

29、unciation On the value of teaching pronunciation, there are different opinions:1.Students do not need to learn pronunciation because pronunciation will take care of itself as the students develop overall language ability.2.Failure in pronunciation is a great hindrance to language learn.2. The goals

30、of teaching pronunciation:目的1)Consistency 连贯性: To be smooth natural2)Intelligibility可理解性:To be understandable to the listeners3)Communicative efficiency: To help convey the speakers meaning3. Three aspects of pronunciation to teach? Stress, intonation, rhythm5. Ways of practicing sounds Perception p

31、ractice : Using minimal pairs, Which order, Same or different, Odd one out, CompletionProduction practice: Listen and repeat, Fill in the blanks, Make up sentences, Use meaningful context, Use pictures, Use tongue twisters6. Practicing stress: Use gestures, use the voice, use the blackboard7. Practicing intonation:Use hand or arm movement to indicate change of intonatonrising/falling arrows; draw linesUnit 7. Teaching Grammar1.The role of grammar in language learningGenerally speaking, Chinese EFL learners need a certain degree of mastery of English grammar (