《英语教学法》作业
Part I Basic Ideas in Language Teaching
Directions: In this part, there are 24 statements about teaching in English, and four answers after each one. You are to choose from each of the following statements the best answer according to what we have learnt in the book of “A Course in English Language Teaching”.
１． To learn a language means to learn these structural items so as to be able to understand and produce language.
Ａ． This is the behaviorist view of language.
Ｂ． This is the structural view of language.
Ｃ． This is the functional view of language.
Ｄ． This is the interactive view of language.
２． Learners should know the grammar and vocabulary, but as importantly they should know the rules for using them in s whole range of communicative contexts.
Ａ． This is the behaviorist view of language.
Ｂ． This is the structural view of language.
Ｃ． This is the functional view of language.
Ｄ． This is the interactive view of language.
３． According to cognitive theory, .
Ａ． students learn language by repeating what teachers say
Ｂ． students are asked to think and create
Ｃ． students learn a language as animals do things
Ｄ． students respond when teachers give stimulus
４． By audio-lingua method, students should always .
Ａ． be allowed to create their own sentences based on their understanding of certain rules Ｂ． be trained to form good habits in learning
Ｃ． relate their rules learned to their uses in real life
Ｄ． be able to communicate with others in practice
５． Language is regarded as a communicative tool, whose main use to build up and maintain social relations between people.
Ａ． This is the interactional view of language.
Ｂ． This is the functional view of language.
Ｃ． This view of language has no basis of theory.
Ｄ． The view may be out of date in language teaching.
６． What is the main idea of Communicative Approach?
Ａ． To teach language in a global and meaningful way.
Ｂ． To teach language in a communicative method.
Ｃ． To teach language in training of habits.
Ｄ． To teach language by asking students to repeat and memorize forms.
７． What is a good language teacher?
Ａ． A person who has a good command of English.
Ｂ． A person who is armed with a specific range of skills and strategies.
Ｃ． A person who has ethic devotion, desirable personal styles and professional qualities.
Ｄ． A person who has professional competence.
８． To attain the professional competence, a teacher should have training, learning, practice and .
Ａ． experience
Ｂ． educational psychology
Ｃ． received knowledge
Ｄ． reflection
９．According to Hymes, in a successful language communication, one’s utterance should be Ａ． reliable and clear Ｂ． possible and feasible
Ｃ． appropriate and authentic Ｄ． possible, feasible, appropriate and really used
１０． Learning a language means being able to do things with it in some sense..
Ａ． This is the behaviorist view of language.
Ｂ． This is the structural view of language.
Ｃ． This is the functional view of language.
Ｄ． This is the interactive view of language
１１． Behaviorist view of language holds .
Ａ． students learn language by repeating what teachers say
Ｂ． students are asked to think and create
Ｃ． students learn a language as animals do things
Ｄ． students respond when teachers give answers
１２． A teacher should have training, learning, practice and to attain the professional competence,.
Ａ． experience
Ｂ． educational psychology
Ｃ． received knowledge
Ｄ． reflection
１３． Task principle means activities in which language is used for carrying out meaningful tasks that promote learning.
Ａ． This is the view of communicative approach about competence
Ｂ． This involves the function/notion method
Ｃ． This is the view of behaviorism in language teaching.
Ｄ． Not sure.
１４． We train students to learn a language just as we train animals to do things.
Ａ． This can be classified into functional grammar.
Ｂ． The typical behaviorist view of language learning.
Ｃ． The view is taken by those who hold grammar-translation method.
Ｄ． None in history had the view of language learning.
１５． According to Chomsky, language is not a form of behavior; it is an intricate rule based system.
Ａ． It is still a behaviorist view.
Ｂ． It is functional view of language.
Ｃ． It is audio lingua method.
Ｄ． It is the mentalist view.
１６． Mistakes should immediately corrected and correct utterances should be immediately praised.
Ａ． Audio-lingual method
Ｂ． Communicative approach
Ｃ． Mentalist view
Ｄ． Silent way
１７． Language is a system of structurally related elements for the coding of meaning.
Ａ． Structural view.
Ｂ． Mentalist view.
Ｃ． Meaningful way of learning
Ｄ． Natural approach
１８． We all set up our own perspective of the world, through individual experiences and schema.
Ａ． Mentalist one
Ｂ． Not based on any theory
Ｃ． Typical constructivist view of learning
Ｄ． Functional one
１９． Changes in behavior are observed, and used as indicators as to what is happening inside the learner's mind.
Ａ． Audio-lingual one
Ｂ． Constructivist view
Ｃ． Behaviorist one
Ｄ． Cognitive view of language
２０． Language teaching and learning are focused on a new behavioral pattern being repeated until it becomes automatic.
Ａ． Behaviorist view of learning
Ｂ． Constructivism
Ｃ． Cognitive view
Ｄ． Not sure
２１．Listening activities always test the students’ memory rather than other abilities.
Ａ．The test is the typical one practiced by communicative approach.
Ｂ．This kind of view is actually the way of functional method.
Ｃ．Any traditional teaching way will do in this way.
Ｄ．Memory training is of course the cognitive approach.
２２． The communicative activities in classroom should be the one with__________.
Ａ．teacher intervention
Ｂ．materials under control
Ｃ．simple language and no variants
Ｄ．content on focus not forms
２３． Process-oriented theories are concerned with__________.
Ａ．how materials are organized together
Ｂ．how hypothesis is tested
Ｃ．how the mind processes new information
Ｄ．how learners receive input
２４．Condition-oriented theories emphasize __________.
Ａ．the human and physical context in learning
Ｂ．the nature of habit formation
Ｃ．the making of inference
Ｄ．the learning process
Part II Teaching Activities
Directions: There are 24 activities described below. For each one, you are to judge whether it is the communicative one or not. If you think it a communicative activity, put a tick(∨ ) in bracket, otherwise, mark a cross(×).
２５． Student A uses a questionnaire to interview his partner, student B, and makes notes. ( ) ２６． As two students are talking about their experience, the teacher asks other students to take down their information. ( )
２７．. Listening to tapes with headphones and then answering listening comprehension questions. ( ) ２８． When reading in a foreign language, students are asked to mentally translate everything in order to understand. ( )
２９．“Write a composition wi th a title of ‘A Day on the Factory’ in classroom” ( )
３０． Information-gap activities in spoken lesson. ( )
３１． Use English-English dictionary to understand the meaning of vocabulary. ( )
３２． The teacher writes a set of words on the blackboard and asks the students to find the “odd man out”. ( )
３３． Ask students to read phonetic transcripts of words. ( )
３４． Make students in groups to say out grammatical rules. ( )
３５． Teachers help learners in any way that motivates them to work with the language. ( )
３６． The target language system will be learned best through the process of struggling to repeat and practice rote learning. ( )
３７． Pattern drills are practiced peripherally. ( )
３８． Ask students to use authentic and natural language. ( )
３９． In any teaching class, teachers ingrate the four skills. ( )
４０． In teaching we should always prevent students from making errors. ( )
４１． The linguistic competence is the desired goal in teaching. ( )
４２． Communicative activities come after a long process of rigid drills and exercises. ( )
４３． Teachers practice bottom-up mode activity and start from a linear process in reading.( ) ４４． To use transition device so that visualization is realized in reading. ( )
４５． Working in lockstep, the teacher expresses clearly and as much as possible. ( )
４６．To use substitution drills and prompts in grammar teaching. ( )
４７． An activity in classroom for students to practice language, which involves no definite
or correct answers in the task. ( )
４８． Ask students to bridge their information gap in speaking.( )
Part III Teaching Principles
Directions: In this part of the test, there are some Teaching Principles that need your evaluation. Please choose the ones you think them correct and in accordance with what we have learnt and
put a tick( ∨ ) after them．
４９． The main implication for teaching is that we need to be aware of the discourse features of a text and to be able to make students aware of them. ( )
５０． A group of students working together to brainstorm topics and ideas will be more productive because their thoughts can be inspired by each other’s ideas. ( )
５１． The teaching activities must be designed to be done by the individual students rather than all of them, and the activities should also involve the teacher correcting or evaluating how the student do these activities. ( )
５２． A teacher is a resource-provider. ( )
５３．It is not the teachers’ work to choose topics and tasks so as to activate students in teaching. ( )
５４． Teachers need not have extra materials prepared to cope with slower/faster-working students. ( )
５５． Different approaches stipulate different teacher roles, but there are some common roles that teachers play. ( )
５６． Teachers can do nothing to increase and maintain the motivation of students by the types
of tasks. ( )
５７． Teaching listening should focus on the result of listening rather than the process of
listening. ( )
５８． The trick to working with drills is to work on individual sounds for more than few minutes a time. ( )
５９． Ask students to make a list of optimal solutions to the problem addressed. ( )
６０． We should require the students to acquire native-like pronunciation. ( )
６１． Good planning tactics never indicate the importance of knowing what you need to take with you or to arrange to have in your classroom. ( )
６２． The first step of lesson planning will already have been performed for you: choosing what to teach.
６３． A teacher can play the roles as controller, assessor, organizer, prompter, participant and resources provider, but they should not play all of them at one time. ( )
６４． A normal class should be in such a way in which students can raise questions and challenges to teachers. ( )
６５． Emotions cannot run high whenever language learners are asked to develop new pronunciation habits. ( )
６６． In practice, we need mechanical and meaningful practice. One way is to practice our pronunciation in English chunks, ready-made chunks. ( )
６７． The introduction of authentic texts into the learning situation. ( )
６８． Functional grammar holds that a language will play three functions, the idea of which can be used in teaching of language skills.( )
６９． Take care of trivial details in reading and listening so that students may have a full understanding of the text. ( )
７０． In writing, teachers help students recognize their own composing process.( )
７１． We design speaking tasks that do allow outspoken students to dominate discussion. ( )
７２． We in teaching clarify fixed rules and standards, and are consistent in applying them.( ) Part IV Teaching of Language and Language Skills
Part V Teaching Planning
Directio ns: In this part of the test, you are to give a ‘Teaching Plan’ according to the material (a text) given below. Your plan should cover ‘aims, language contents, stages and procedures’. (Text 1.)
Nature gives plants and trees four ways to scatter their seeds. The first is by wind.
The seed of some plants are very light, like the dandelion and the sycamore. They have wings
or parachutes so that the wind can carry them easily. The second is by birds and animals.
Some seeds, like the seeds of burdock stick to the fur of animals, and drop off as the animals
move about. Birds carry others, such as berries. The third way is by the plant itself. The
plant itself twists and breaks the walls of the fruit. It throws out or shakes out the seeds.
The last is by water. The seeds float on the water either because they are very light, or
because they have air inside them.
Lesson Plan
AIMS: A)
B)
NEW LEXIS: A)
B)
GRAMMAR/STRUCTURE:
PROCEDURE
Activities
A)
B)
C)
Stage 1:
A)
B)
C)
Stage 2:
A)
B)
C)
Stage 3:
A)
B)
C)
Homework:
Reserve activity
Visual aids:
(Text 2．)
A doctor working in a village was very annoyed because many people used to stop him in the street and asked him for advice. In this way, he was never paid for his services, and he never managed to earn much money. He made up his mind to put an end to this. He was stopped by a young man who said to him, “Oh, doctor, I’m so glad to see you. I’ve got a severe pain in my left side”. The doctor pretended to be interested and said, “Shut your eyes and stick your tongue out of your month”. Then, he went away, leaving the man standing in the street with his tongue hanging out…and a large crowd of people laughing at him.
Lesson Plan
AIMS: A)
B)
NEW LEXIS: A)
B)
GRAMMAR/STRUCTURE:
PROCEDURE
Activities
A)
B)
C)
Stage 1:
A)
B)
C)
Stage 2:
A)
B)
C)
Stage 3:
A)
B)
C)
Homework:
Reserve activity
Visual aids:
(Text３．)
Clerk: Good morning, Sir. What can I do for you?
Monty: Good morning. I’ve lost my briefcase.
Clerk: Where do you think you lost it?
Monty: I was on the 8:30 train to Stockport.
Clerk: Right. Can you give me your name, Sir?
Monty: Yes. Monty Ball.
Clerk: And your address?
Monty: I live at 26 Ash Avenue, Manchester.
Clerk: Can you describe your briefcase, please?
Monty: Yes. It’s black and made of leather---one of those flat sided ones. Clerk: Anything in it?
Monty: Not much. Just my lunch and a few papers.
Clerk: Well, if it turns up we’ll let you know. Where can we ring you?
Monty: At my office---the number is 483 7692.
Clerk: Right, Mr. Ball. I’ll see what I can do.
Monty: Thanks a lot. Bye.
……………………………………………
Lesson Plan
AIMS: A)
B)
NEW LEXIS: A)
B)
GRAMMAR/STRUCTURE:
PROCEDURE
Activities
A)
B)
C)
Stage 1:
A)
B)
C)
Stage 2:
A)
B)
C)
Stage 3:
A)
B)
C)
Homework:
Reserve activity
Visual aids:
Part VI Comment and Evaluation
Directions: In this part, you are to give your comment or evaluation on the following terms in language teaching.
1.Prompter
Macro planning
Traditional pedagogy
Language form
Role-plays
2. Function/notion approach
consistency
task-based method
deductive and inductive method
prompter
3.Prompter:
Linguistic competence:
Role-plays:
Bottom-up and Top-down models:
Behaviorism:
Part I Basic Ideas in Language Teaching
Directions: In this part, there are ten statements about language and language learning, You are to make your judgment whether they are structural view, functional view, interactional view, or they are behaviorist theory, cognitive theory or communicative view and write down your answers after these statements.
1. Day to day language use involves activities such as offering, suggesting, advising and apologizing.
Learners learn a language in order to be able to do things with it.
2. Language is a system and so its subsystems include phonological, morphological and lexical items
which constitute sentence. We learn these items so as to be able to understand and produce language.
3. Teaching actually involves endless listen and repeat drilling excises and promotes reinforcement.
4. In the whole process of language learning, stimulus-response can form very good habits which are
the basis for good language training.
5. When we learn language, we should always think and ask questions about not only how but also why.
6. Learners are trained to express notions that complete their tasks. The notions include concept
of present, past and future time, the expressions of certainty and possibility and so on.
7. We should learn language in the way that is used in the real world and therefore we frequently
bridge the gap between the use of language in real life and the teaching or learning pedagogy in classroom.
8. When learning language, we should know not only the language code or the form of language, but
also what to say to whom and how to say it appropriately in any given situation.
9. Language is a linguistic system make of various subsystems from phonological, morphological and lexical to sentences. Human beings put all the items together to understand language and produce language.
10. Language is seen as a linguistic system and a means for doing things. To complete these, learners
need to know how to combine the grammatical rules and the vocabulary to express notion.
11. Learners have to study the patterns and rules of language above the sentence level to learn how language is used in different speech contexts.
12. A language learner acquires language competence which enables him to produce language.
Part II Teaching Activities
Directions: There are five activities stated below. For each one, you are to describe it with simple example.
1. ( discovering differences )
2. ( pooling information to solve a problem )
3. ( simulation activity )
4. ( identifying pictures )
5. ( work in pairs )
6. ( role playing )
Part III Teaching Principles
Directions: In this part of the test,Wallace’s ‘reflective model’is to be completed to demonstrate the development of professional competence. You are to fill the blanks with proper terms.
Note: The possible selected terms would be: practice, language learning, language practice, own experience, own knowledge, professional competence, received knowledge, development, reflection, others’ knowledge, others’ experience, response and stimuli, language training, stage, goal, etc.
11. The efficient teaching implies that we should know the discourse features of any text and make
students well informed of them. ( )
Advantages/disadvantages:
12. To inspire stud ents’ productive thoughts in group discussion by means of brainstorming topics
and ideas. ( )
Advantages/disadvantages:
13. The teacher carefully designs activities for the individual students to complete the tasks and
evaluates the whole process. ( )
Advantages/disadvantages:
14. To vary teaching techniques and train students learning strategy in class. ( )
Advantages/disadvantages:
15. Extra materials are prepared to cope with slower/faster-working students. ( )
Advantages/disadvantages:
Part IV Teacher’s role in language teaching
Directions: In this part of the test, there are things listed below that teachers often do in the language classroom. You are to decide what role the teacher is playing in each one. Put corresponding letters in the brackets
a. controller
b. assessor
c. organizer
d. prompter
e. participant
( ) 1. When students are doing a group-work task, the teacher joints on or two groups for s short period of time.
( ) 2. The teacher asks a student a question “Have you ever bought clothes with problems?” If the student doesn’t seem to be ready, the teacher says “for example, a shirt without…”
and points to the button on his won shirt of jacket.
( ) 3. The teacher writes one of five numbers on a number of cards. Each student draws on card.
Those who have drawn number 1 will form group 1, and those who have drawn number 2 will form
group 2. Thus the students are put into five groups in a random way.
( ) 4. When the students have in groups decided where to go for a spring outing, the teacher asks each group to tell the others why they have made such a choice.
( ) 5. The teacher asks the students to produce conversations by using particular patterns or expressions they have just learned.
a. controller
b. assessor
c. organizer
d. prompter
e. participant
( ) 6. The teacher asks the students to take turns to make sentences with a newly learned structure.
If someone makes an error, the teacher asks him or her to revise.
( ) 7. When a student has made a sentence with “borrow”, “I borrowed a paper to write a letter”, the teacher says, “Well, we don’t say a paper, we say a piece of paper”.
( ) 8. The teacher writes one of five numbers on a number of cards. Each student draws on card.
Those who have drawn number 1 will form group 1, and those who have drawn number 2 will form
group 2. Thus the students are put into five groups in a random way.
( ) 9. T: Do you have any hobbies?
D: Yes, I like singing and dancing.
T: Uhm, and…?
D: I also collect coins.
( ) 10. The teacher has a word in his mind and asks students to guess by asking only Yes/No questions until they make the correct guess.
Part V Teaching Planning ( 20%)
Directions: In t his part of the test, you are to give a ‘Teaching Plan’ according to the material
(a text) given below. Your plan should cover ‘aims, language contents, stages and procedures’. (Text)
Soon we were on our way to Castle Dracula. The mountains were all around us and the moon was behind black cloud. I could see nothing, but I could still hear the wolves. The horses
went faster and faster, and the driver laughed wildly. Suddenly the carriage stopped. I opened
the door and got out. At once the carriage drove away and I was alone in front of the dark,
silent castle. I stood there, looking up at it, and slowly the big wooden door opened. A tall
man stood in front of me. His hair was while and he was dressed in black from head to foot. Lesson Plan
AIMS: A)
B)
NEW LEXIS: A)
B)
GRAMMAR/STRUCTURE:
PROCEDURE Activities
A)
B)
C)
Stage 1:
A)
B)
C)
Stage 2:
A)
B)
C)
Stage 3:
A)
B)
C)
Homework:
Reserve activity
Visual aids:
福师《英语教学法》在线作业二 s 1. 按照执行任务的方式，任务可以分为拼版式任务、信息差任务、解决问题式任务和做决定式任务 A. 错误 B. 正确 正确答案： B 满分：2 分得分：2 2. 根据阅读的技巧，阅读有跳读、掠读和细读之分。 A. 错误 B. 正确 正确答案： B 满分：2 分得分：2 3. 日常记录指的是记录学生学习过程或反应的非正式笔记，一般通过直接观察记录下来。 A. 错误 B. 正确 正确答案： B 满分：2 分得分：2 4. 语言与文化密不可分，语言有很丰富的文化内涵；英语学习中有许多跨文化交际的因素。 A. 错误 B. 正确 正确答案： B 满分：2 分得分：2 5. 中学英语教学法是一门综合性的应用科学和实践性很强的学科。 A. 错误 B. 正确 正确答案： B 满分：2 分得分：2 6. 在接受学习过程中，学习内容是以问题的形式呈现出来的，学生是问题的发现者。 A. 错误 B. 正确 正确答案： A 满分：2 分得分：2 7. 直接法要求直接用外语思维，强调模仿和感知是外语教学的基础。外语学习主要靠机械模仿句子。 A. 错误 B. 正确 正确答案： B 满分：2 分得分：2 8. 在学科学习策略的运用上，已有的知识会影响学习策略的选择，也就是说学习者的外语水平不同会导致使用不同的策略。 A. 错误 B. 正确 正确答案： B 满分：2 分得分：2 9. 语法从描写的对象看，可以分为教学语法、参考语法以及语言学语法。 A. 错误 B. 正确 正确答案： A 满分：2 分得分：2 10. 外语教学包含两个层次，一是让学生了解语言知识，二是语言性练习。 A. 错误 B. 正确
小学英语教学法期末复习题库 一、填空 1、小学生具有无意注意占主导，有意注意有一定发展、注意不够稳定，常常带有情结色彩、注意的品质较差等特点和优越条件。 2、小学英语课堂教学的特点是重视培养和激发学生学习英语的深厚兴趣，在教学活动中要有和谐的语言教学氛围，要重视学生基本技能和学习习惯的培养。 3、基础教育阶段英语课程的总体目标是培养学生的综合语言运用能力。 4、《英语新课程标准》提出学生的发展是英语课程的出发点和归宿。 5、语言知识和语言技能是综合语言运用能力的基础，文化意识是得体运用语言的保证。情感态度是影响学生学习和发展的重要因素，学习策略是提高学习效率、发展自主学习能力的保证。 6、教学是教师的教和学生的学的统一活动。就英语教学而言，教学的实质就是一种特殊的认识过程。英语教学过程就是生生之间和师生之间的共同参与、合作、交流的活动过程。 7、学生认识的客体是英语，教师认识的客体是教学规律。教学双方都为对方提供信息，英语就是为了促进交流。 8、教学的最终任务是培养学习者的交际能力。 9、交际性原则提出的主要依据有三点：第一，语言是表达意义的体系；第二，语言的主要功能是交际功能；第三，语言的主要单位不仅是语法、结构特征，还包括功能范畴。 10、情景教学的原则提出的主要依据有三点：第一小学生的心理和年龄特点；第二，语言的习得规律；第三，小学生的学习规律。 11、语言教学的内容包括语言知识和语言技能两个方面 12、体态语是指说话时的表情、手势、动作等。 13、在教学中写有两方面的含义：一是书写，二是写作。 14、良好的课堂气氛是搞好课堂教学，保证教学质量的关键。 15、备课的主要任务是熟悉教材、写出具体教案、确定课时教学目标、教学方法、板书计划、课内练习题等。 16、教学效果不取决于教师,也不取决于学生,而是双方共同活动的结果. 17、小学英语教学的原则包括：交际性原则、听说领先的原则、情境教学原则和趣味性原则。 18、英语课堂教学的实质是交际。 19、遵循视听说与读写结合的原则，教学要采用听说领先、读写跟上的方法。 20. 小学阶段的英语小学目标（教学目标）是：通过听、说、玩、看等教学活动，激发和培养学生的学习兴趣，使其养成良好的学习习惯；通过学习使学生获取对英语的一些感性认识，掌握一定的语言基本技能，培养初步运用英语进行听、说的交际能力；开发智力，发展包括观察、记忆、思维和想象等内容的思维能力，培养学生建立科学的世界观、人生观、价值观、对通过英语传递的思想、文化、情感等有初步的跨文化认知的意识；培养学生的爱国主义精神以及世界公民的意识。 21、小学英语教学法是研究小学英语教学的理论和实践，是研究小学英语教学的全部过程及其规律的一个科学体系。 22、教师在教学活动之前主要应编写好三种计划：学期教学进度计划，单元教学计划，课时计划。 23、备好课，必须做好如下三方面的工作：了解学生，钻研教材，制定教学计划。 24、新课程设置是按九年一贯制设置义务教育阶段课程的方式，小学阶段以综合课程为主，
英语教学法汇总 只有努力在英语课堂教学实践中寓教于乐，才能收到事半功倍的效果。因此，我们必须优化课堂教学，教师在上课时必须精心创设情境，以布置教室、角色扮演或播放录像、录音等方式将学生引入教学情境，通过音乐、绘画创设轻松的学习氛围，激发学生的学习兴趣。 成功的英语教学所需的不是强制，而是激发学生的兴趣。我们只有不断地激发学生的学习兴趣，引导他们多参与一些积极有效的、丰富多彩的课堂活动，让学生“动”起来，让课堂“活”起来，才能使他们快快乐乐地获取知识，轻轻松松提高素质。 1、直观教学法 2、情境教学法 3、模仿练习法 4、歌谣说唱法 5、表演法 6、竞赛法 7、讲授法 8、演示法 9、交际教学法 10、自然法教学 11、暗示法 12、游戏教学法 13、三位一体教 学法 14、活动教学法 15、全身反应法 16、多媒体辅助 教学法 17、激趣法 18、任务教学法 19、艺术激趣式 教学法 20、简笔教学法 21、猜图法 22、挑战法 23．演角色 22．双簧 25、演讲比赛： 26、拍卡片说句 子 27、分组拼读单 词比赛 28、动作教学法 29、合作教学法 30、功能意念法
1、直观教学法 在教学时，有些教学材料贴近于生活，能充分反映小学生的日常生活，所以教师应该有效地利用资源，如运用实物或图片、教具等进行演示，使学生头脑中形成比较鲜明的事物表象，丰富学生的感性认识，这样不仅能激发学生的学习兴趣，还能使他们将所学的内容应用到他们的生活中去。 教具是英语教学中不可缺少的一部分，小学生的形象思维较强，教师在教学过程中应遵循儿童认识事物的发展规律，采用灵活多样的教学方式，尽可能使用直观教具(如看录象模型教学挂图实物教具等)来加强教学的直观性，使枯燥乏味的内容形象化、生动化。 如在学习book , pencil 等学习用品和apple , orange 等水果时，就可以利用水果实物或图片进行教学，使抽象的单词直观化，使英语的学习过程更具趣味性。 2、情境教学法 情景是教师创设或模拟的生活场景，应具有真实、生动、实用的特点，便于学生将所学语言材料进行综合、创造性地进行表达交流。这种练习方法，有接近生活的交际功能，而且能变单调、机械的句型操练为活泼、生动的交际性练习。情境能使抽象的语言具体化、形象化，在生动、形象的情景中学习英语，能使英语课堂教学趣味化、形象化。 如学习“May I come in?”这个句子时，可以先请学生注意看和听：教师走出教室，在教室门上敲几下，并注视全班学生，用请求的语气和想进来的手势说：“May I come in？”这时学生都睁大了眼睛，全神贯注地听“老师在说什么呢？”教师可趁势再重复两遍，这样学生就自然而然地听懂了句子的意思，并且能把听到的句子“May I come in?”流利地说出。在这种情境下学会的句子，记忆牢固且能学以致用，如进老师办公室，就会自然使用“May I come in?” 3、模仿练习法 英语学习需要学生的模仿练习，因为英语的语音、语调及书写必须准确无误。为此，教师在范读字母、单词或句子之前，应该让学生听老师的读音，看老师的口形，进行认真的模仿练习。引领学生反复训练，鼓励学生大胆张口。 4、歌谣说唱法 对于中低年级的学生，我们可以根据其特点，将学习的内容编成一些顺口易记的歌诀。 如：丁丁、丁丁真能干，学习思考用head，小小eye看黑板，竖起ear认真听，mouth、mouth 长得巧，讲起英语都说好，nose、nose嗅觉灵，foot、foot踢足球，arm、arm来举重，长长leg 跳绳快，虽然比赛伤了toe，领奖face乐开了花，全班拍着hand，夸他为班争了光。学生在背歌诀时，脑、口、耳并用，还可以配以肢体表演，这样的英语学习是愉快的，调动了学生的学习积极性，让学生在轻松愉悦的气氛中学习，使他们感到学习不再是一种负担，而是一种乐趣。 5、表演法 英语是语言的载体、交流的工具。不同的语言其表现的形式也不同。英语只是其中一种。作为小学生，他们的模仿力很强。在英语课堂上，我们可以充分利用这一特点，激发学生的表演欲望。 例如：在学习句型what would lilk to eat? I would like some...... would you like some....yes,please(no,thanks)的过程中教师点拨了句型的理解和用法后，可以由学生自由结合表演回话，可以去讲台前，由学生作为裁判。在此过程中，学生会精心准备，认真表演，发挥出自我极限，你会发现学生对句型的语境理解的运用更加准确，记忆时间更加持久。 又如在“In the morning”这一单元后，我们的表演要求就是：把一天从早晨醒来到上学这一阶段的生活用英语表演出来。每个小组四名同学，分别扮演爸爸、妈妈、Jimmy、 Betty ，为了表现的逼真，学生们带来了牙刷、口杯、梳子、闹钟、牛奶、面包和鸡蛋等道具，甚至还有妈妈用的围裙。当演出开始时，随着闹钟音乐的响起，同学们开始了精彩的表演。除了新学的单词：起床、刷牙、洗脸、梳头、吃早点、去上学，他们主动地选用了课文中的歌曲来伴奏。这样使得整个课堂气氛十分活泼。在剧中，每个同学的对话虽然不多，但每个人都意识到自己正在使用刚学到的知识，并扮演着一定的角色，所以都很认真的对待演出。而且，在演出后他们也很有成就感。而没有走上台的同学也被带动，纷纷举手表示下次要演。 6、竞赛法 青少年活泼、好强、好表现，教师应充分利用学生这一特点，努力在英语课堂上为学生创造说和做的机会，使他们处于学习的主人地位。把竞争机制引入课堂，把游戏搬进课堂，不仅拉近了师
第一次作业 [论述题] 4. What is a successful speaking activity? 答案： 1) Students talk a lot in English. 2) Students’ participation is even. The class is not dominated by a few talkative participants. 3) Students’ motivation is high. Students are interested in the topic, eager to speak and share their own information with others. 4) Language use is of an acceptable level. Students speak with appropriate accuracy and fluency, new language is comprehended and incorporated in their production. 3. How to develop your self-evaluation? 答案： Self-evaluation is not something that can be taught. It can be gradually developed by teachers themselves as they become more aware of their own teaching and of all the different factors that affect learning. In order to evaluate themselves, teachers must learn to observe themselves. Obviously, teachers cannot normally observe themselves directly, but there are ways in which they can observe themselves indirectly: ― By careful planning before the lesson, followed by careful reflection after the lesson on what actually took place. ― By observing other teachers’ lessons and comparing them with what happens in your own classes. ―By inviting other teachers to observe your classes, and discussing the lesson with them afterwards. 2. How could you write something onto the blackboard but still keep the attention of the class?答案： A. To talk as you write, saying the words and making any necessary comments ― Talk to the students as you are writing and turn round frequently to face them. ― Ask the stu dents what to write as often as possible and get examples from them. ― Ask them what they think this word or picture is going to be. ― Get them to read things as you write them. B. To stand in a way that does not hide the board 1. What does ‘knowin g a word' mean? 答案： Knowing a word means that you know word meaning, word use, word formation and word grammar.
《英语教学法》模拟试题1及答案 1. Which of the following is true of second language learning A. Natural language exposure. B. Informal learning context. C. Structured input. D. Little error correction. 2. What type of learners can benefit most from real object instruction A. Individual learners. { [5. Tactile learners. C. Auditory learners. D. Visual learners. 3. What type of intelligence is cooperative learning best suited for A. Interpersonal intelligence. B. Intrapersonal intelligence. C. Logical intelligence. D. Linguistic intelligence. ? 4. What does the following practise * Peer and I v. vent to the cinema yesterday. Peter and * I went to the cinema yesterday. Peer and I zoent to the * cinema yesterday. Peer and I zoent to the cinema * yesterday. A. Stress. B. Articulation. C. Liaison. 》 D. Intonation. 5. What learning strategy can the following help to train Match the adjectives on the left with the nouns on the right. H cavy Day Nice Baby Close Building Light Rain Tall Friend $ Cute Smoker
英语教学法主要流派 常见术语：Method, Approach, Design, Procedure, Technique 一、语法翻译法 1、语法翻译法是一种通过学习语法规则和词汇，并且按照规则用本国语和目的语进行互译来教授语言的方法。 2、教学过程 阅读/朗读——句子翻译——讲解语法/语言点——书面回答——理解性问题 3、原则和技巧 原则：（1）书面语重要，重视写作和阅读 （2）熟记语法规则和单词 （3）教师的绝对权威 （4）本族语的中介作用 技巧：（1）书面翻译/互译 （2）阅读理解性问答 （3）演绎法讲解语法规则 （4）填空、背诵、造句、作文等 4、评价： （1）使用方便 （2）学习语言知识多于语言技能掌握 （3）改良式的语法翻译法：弥补口语的听说训练、重视交际能力的培养、重视调动学生学习的主动性。 二、直接法 1、直接法是一种通过实物、图画、动作、表情等手段把外语和其对应的意思直接联系，从而达到直接理解和直接应用的外语教学法。 2、教学步骤 用目的语讲解——提问——回答 用归纳法教语法：例子——总结规则——巩固性练习——听写练习 3、原则与技巧 原则：（1）先听说后书面语言 （2）通过有意义的上下文来学习单词和句子 （3）禁止使用本族语翻译 （4）自我更正来促进语言学习 技巧：大声朗读、问答练习、自我更正、会话、填空、听写段落、画图讲解、实物演示等。 4、评价：（1）强调语言实践和运用，有利于听说 （2）学习用外语思考，重视语言的交际作用 （3）排斥本国语，有时花费很长的时间来解释，或者解释不清楚 （4）对教师口语、教学技能要求高 三、听说法 1、听说法是一种运用句型操练形式学习外语的方法。其理论基础为结构主义语言学和行为主义心理学。 2、教学步骤 听外语对话——模仿——纠正语音语调——逐句背诵——对话练习——看书面材料——语法点归纳——替换/回答练习 3、原则与技巧
1．第1题 PPP ａnd TBL are two approaches to language teaching. PPP stands for presentation, practice ａnd production, ａnd TBL stａnds for___. A.Task Book Language stands B.Text Book Learning C.Teacher-Based Learning D.Task-Based Learning 您的答案：D 2．第2题 Jane Willis holds that the conditions for language learning are exposure to a rich but comprehensible language put, ___ of the language to do things, motivation to process ａnd ｕｓｅ the exposure, ａnd instruction in language. A.chances B.ｕｓｅ C.context D.knowledge 您的答案：B 3．第3题 Methods of teaching grammar include the ___ method, the inductive method ａnd the guided discovery method. A.traditional B.modern C.deductive D.productive 您的答案：C 4．第4题 The idea of the audio-lingual method, which was based on the behaviorist theory of language learning, was that language is learned by constant ___, during which mistakes were immediately corrected, ａnd correct utterances were immediately praised. A.cognitive processing B.meaningful practice C.repetition ａnd reinforcement D.imitation ａnd communication 您的答案：C 5．第5题 The guided discovery method is different ｆrom the inductive method because the process of the discovery ___ ａnd the rules are then elicited ａnd taught explicitly. A.is carefully guided ａnd assisted by the teacher B.is made by the students themselves C.takes place automatically D.never takes place
《英语教学法》作业 Part I Basic Ideas in Language Teaching Directions: In this part, there are 24 statements about teaching in English, and four answers after each one. You are to choose from each of the following statements the best answer according to what we have learnt in the book of “A Course in English Language Teaching”. １． To learn a language means to learn these structural items so as to be able to understand and produce language. Ａ． This is the behaviorist view of language. Ｂ． This is the structural view of language. Ｃ． This is the functional view of language. Ｄ． This is the interactive view of language. ２． Learners should know the grammar and vocabulary, but as importantly they should know the rules for using them in s whole range of communicative contexts. Ａ． This is the behaviorist view of language. Ｂ． This is the structural view of language. Ｃ． This is the functional view of language. Ｄ． This is the interactive view of language. ３． According to cognitive theory, . Ａ． students learn language by repeating what teachers say Ｂ． students are asked to think and create Ｃ． students learn a language as animals do things Ｄ． students respond when teachers give stimulus ４． By audio-lingua method, students should always . Ａ． be allowed to create their own sentences based on their understanding of certain rules Ｂ． be trained to form good habits in learning Ｃ． relate their rules learned to their uses in real life Ｄ． be able to communicate with others in practice ５． Language is regarded as a communicative tool, whose main use to build up and maintain social relations between people. Ａ． This is the interactional view of language. Ｂ． This is the functional view of language. Ｃ． This view of language has no basis of theory. Ｄ． The view may be out of date in language teaching. ６． What is the main idea of Communicative Approach? Ａ． To teach language in a global and meaningful way. Ｂ． To teach language in a communicative method. Ｃ． To teach language in training of habits.
英语教学法教程试题库 Unit 1 Part I Read the following statements or questions and choose the best answer for each statement or question. 1. Much of human behavior is influenced by their_____ _____ A. experiences B. wisdom C. knowledge D. parents 2. What is the basis for syllabus design, teaching methodology, teaching and assessment procedures in the classroom? A. teaching attitude B. definitions of language C. structural view of language D. functional view 3. What does the structural view of language see language? A. a system of categories based on the communicative needs of the learner B. a communicative tool to build up and maintain social relations between people C. a linguistic system made up of various subsystems D. a linguistic system and a means for doing things 4. What does the functional view of language see language? A. a system of categories based on the communicative needs of the learner B. a communicative tool to build up and maintain social relations between people C. a linguistic system made up of various subsystems D. a linguistic system and a means for doing things 5. What does the interactional view of language see language? A. a system of categories based on the communicative needs of the learner B. a communicative tool to build up and maintain social relations between people C. a linguistic system made up of various subsystems D. a linguistic system and a means for doing things 6. Which of the following teaching method is based on the behaviorist theory? B A. Grammar translation B. Audio-lingual C. Task-based teaching and learning D. Communicative teaching 7.What are the characteristics of audio-lingual method? https://www.doczj.com/doc/0714803345.html,nguage is learned by constant repetition and the the reinforcement of the teacher B.Mistakes were immediately corrected, and correct utterances were immediately praised. C.Students should be allowed to create their own sentences based on their understanding of certain rules. D.Both A and B. 8.Which three groups can summarize all the elements of the qualities of a good teacher? A.Ethic devotion, professional qualities and personal styles B. Ethic devotion, professional qualities and individual freedom C. Individual freedom, professional qualities and personal styles D. Ethic devotion, personal styles and individual freedom 9.What are the purposeful preparation that a language teacher normally receives before he starts the practice of teaching? A.Learning from other’s experiences B.Learning the received knowledge C.Learning from one’s own experiences as a teacher
Grammar-translation approach 语法翻译法 语言观 语法翻译法起源于历史比较语言学（机械语言学理论），认为语言都起源于一种共同的原始语言，语言规律是相同的，词汇的所代表的概念也是相同的，不同的只是书写和语音形式。 习得观 学习者通过互译和语法关系的替换，就能够掌握另一种语言。 教学观 1.为了完成互译和语法关系的转换，母语所起的翻译能力很重要。因此，重视母语在教学 中的使用。 2.注重语言规则的学习，认为语言教学就是规则的理解和教学。 代表教学步骤 1.教师在教学中需使用“规范”的语言书面语 2.教师在课堂上积极使用母语 3.教学方式以母语的外语的互相翻译为主，并通过大量的书面翻译及写作来巩固和检验语 法知识 4.重视语法教学，强调词与词之间的组合规则，讲词的形态和曲折变化，对复杂的语法现 象做详尽的解释 5.注重书面语练习，不注重听说练习 语法教学法的典型教学流程 Tasks: 1. Share with your experiences that you were taught in this grammar-translation approach? 2. Sum up the advantage of this approach. 3. Sum up the disadvantage of this approach. 语法翻译法的优势 1. 充分利用母语的优势，协助学习者理解目的语 2. 语法教学作为中心，有利于学习者掌握语言“规范”，理解语言的结构框架知识。 3. 注重阅读能力的培养，翻译能力能得以锻炼。 4. 教学方式安全，简便易行，可操作性强。
作业 1．第1题 The ___ theory believes that learning is a process in which the learner constructs meaning based on his/her own experiences ａnd what he ｏ r she already knows. 您的答案：A 题目分数： 此题得分： 2．第2题 According to Ur (1996), as for the ｕｓｅ of grammatical terminology, for younger learners, ｕｓｅof complex terminology ___. be used be avoided necessary helpful 您的答案：B 题目分数： 此题得分： 3．第3题 Examples of pronunciation perception practice include ___. pictures ａnd tongue twisters minimal pairs, ａnd “odd one out” ａnd discussion of the above 您的答案：B
此题得分： 4．第4题 As far as language learning is concerned, the ___emphasize the nature of the human ａnd physical context in which language learning takes place, such as the number of students, the kind of input learners receive, ａnd the atmosphere. theories theories theories theories 您的答案：A 题目分数： 此题得分： 5．第5题 As far as learning pronunciation is concerned, the realistic goals for the students are consistency, intelligibility, ａnd ___. efficiency 您的答案：A 题目分数： 此题得分： 6．第6题 According to Ellis, procedures for teaching grammar using listening as input are “Listening to comprehend”, “Listening to notice”, “Understanding the grammar point”, ___. A.“listen ａnd repeat” ａnd “listen ａnd tick” B. “checking” ａnd “trying it out” C.“listen ａnd circle” ａnd “listen ａnd write” D.“listen ａnd correct” ａnd “listen ａnd fill” 您的答案：B
[0161]《中学英语教学法》 第二次作业 [论述题] 4. What is a successful speaking activity? 参考答案： 1) Students talk a lot in English. 2) Students' participation is even. The class is not dominated by a few talkative participants. 3) Students' motivation is high. Students are interested in the topic, eager to speak and share their own information with others. 4) Language use is of an acceptable level. Students speak with appropriate accuracy and fluency, new language is comprehended and incorporated in their production. [论述题] 3. How to develop your self-evaluation? 参考答案： Self-evaluation is not something that can be taught. It can be gradually developed by teachers themselves as they become more aware of their own teaching and of all the different factors that affect learning. In order to evaluate themselves, teachers must learn to observe themselves. Obviously, teachers cannot normally observe themselves directly, but there are ways in which they can observe themselves indirectly: ― By careful planning before the lesson, followed by careful reflection after the lesson on what actually took place. ― By observing other teachers' lessons and comparing them with what happens in your own classes. ―By inviting other teachers to observe your classes, and discussing the lesson with them afterwards. [论述题] 2. How could you write something onto the blackboard but still keep the attention of the class? 参考答案： A. To talk as you write, saying the words and making any necessary comments ― Talk to the students as you are writing and turn round frequently to face them.
《英语教学法》模拟试题1及答案 Achievement Test for "Teaching English in the Primary School"3 I. Choose the best answer (30 %) Directions: In this part, you are given fifteen queslions which are followed by 4 choices marked A, B, C and D. Read the choices carefully and choose the one which can best answer the question. (30 points, 2 points each) 1. Which of the following is true of second language learning? A. Natural language exposure. B. Informal learning context. C. Structured input. D. Little error correction. 2. What type of learners can benefit most from real object instruction? A. Individual learners. [5. Tactile learners. C. Auditory learners. D. Visual learners. 3. What type of intelligence is cooperative learning best suited for? A. Interpersonal intelligence. B. Intrapersonal intelligence. C. Logical intelligence. D. Linguistic intelligence. 4. What does the following practise? * Peer and I v. vent to the cinema yesterday. Peter and * I went to the cinema yesterday. Peer and I zoent to the * cinema yesterday. Peer and I zoent to the cinema * yesterday. A. Stress. B. Articulation. C. Liaison. D. Intonation. 5. What learning strategy can the following help to train? Match the adjectives on the left with the nouns on the right. H cavy Day Nice Baby Close Building Light Rain Tall Friend Cute Smoker A. Grouping. B. Collocation. C. Imitation.